Game-based Learning

Recommended Prerequisites

Not applicable.

Teaching Methods

Game based learning complemented by problem-based or project based approaches. Experiential and cooperative learning. Besides the contents presented (by theoretical exposition, analysis of written and audiovisual documents, consultation of experts) it is expected theoretical and practical articulation, research and systematization, with the support of group dynamics, game analysis, classification handling, game experiences, observation, peer tutoring, visits and discussion forums.

Learning Outcomes

Conceptualize Game from a psychological perspective

.Compare playful behaviours and environments (in different cultures; in specific developmental conditions)

.Analyze theoretical principles underlying the use of games for learning

.Discuss experiences of using games for educational, therapeutic and training purposes

.Appreciating evidence of game-based learning in the development of curricula or skills programmes

.Identify the benefits of games (from traditional to digital) in education plans in multiple literacy and personal, social, professional and interdisciplinary approach for flexibility, autonomy and democratic participation

.Analyze games (e.g. board games: cognitive tasks; roleplay: social inclusion, cognitive complexity)

.Plan learning facilitation practices with games

.Frame the use of games in psychological, psycho-pedagogical or psychosocial assessment.

Work Placement(s)

No

Syllabus

Ludic, Play and Games

Theoretical Foundations of Psychology of Game

Theories of Game Based Learning (GBL)

GBL, Serious Games and Gamification

 . basic principles and operational implications

Game elements: rules, narrative and gameplay (mechanic, dynamic and aesthetic)

Types of games and game analysis at cognitive; functional; socio-emotional; psychomotor level

 . Analog and digital games

 . Solo, doubles and multiplayer

Typology of players

Game connections to learn: Elements of a game, gameplay and gaming experience in promoting skills

 . Neuronal Plasticity

Gameplay Impact on development - scientific evidence

 . consequences of deprivation of play

 . addition

Role-playing games; transforming potential

Video games, robotics and learning through digital devices

Measures of effectiveness and benefit: psychological, pedagogical and social by involvement and playfulness.

Head Lecturer(s)

Ana Cristina Ferreira Almeida

Assessment Methods

Assessment
Project: 50.0%
Laboratory work or Field work: 50.0%

Bibliography

Almeida, A.C.(2012). Aprender jogando: (...). Práxis Educacional, 8(12), 141-167.

 Amado, J., & Almeida, A.C. (2017). Políticas públicas e o direito de brincar das crianças. Laplage em Revista, 3(1), 101-116.

 Bedwell, W.L., et al. (2012). Toward a taxonomy linking game attributes to learning(…) Simulation & Gaming, 43(6), 729-760. DOI: 10.1177/1046878112439444

 Brown, S.(2009). Play: How it shapes the brain, (…). New York: Penguin.

 Gee, J.P.(2008).“Learning and Games." In Salen, K. (…) (21–40). Cambridge: The MIT Press. doi:10.1162/dmal.9780262693646.021.

 Lasley, E. (2017). 21th century literacy, game-based learning, project-based learning. Journal of Literacy and Technology, 18(3), 38-55.

 Plass, J.L., Homer, B.D., & Kinzer, C.K. (2015). Foundations of game-based learning. Educational Psychologist, 50(4), 258-283.

 Plass, J.L., Mayer, R.E., & Homer, B.D. (Eds.) (2020). Handbook of Game-Based Learning. Cambridge, Massachusetts: The MIT Press.