Games and Learning

Recommended Prerequisites

Students should be familiar with learning theories.

Teaching Methods

After a first session of contextualizing the thematic, the following classes follow the flipped learning approach (Bergmann and Sams). Students read the papers at home, at the beginning of the class they respond to a quizz and then the teacher debates with them the main points through questioning, involving them more in the dynamics of the class. The active learning is used throughout the class.

The theoretical content can be taught online.

Learning Outcomes

To know the concept of games from a sociological (Huizinga) and cultural (Caillois) point of view; perspectives of the effect of games and learning through history; evolution of digital games; the taxonomy of games; benefits versus harms of digital games; learning principles underlying digital games (James Gee); the concept of optimal experience or flow (Csikszentmihalyi).

To understand the change in the last years to promote collaboration online and the development of critical awareness in digital games; understand the effect of immersion and involvement in learning;

To be able to analyze critically entertainment games, identifying the underlying learning principles and their potential in learning; to be able to analyze critically educational digital games according to the target audience, as well as observing players reactions to the game; to be able to identify positive aspects that can be improved.

Work Placement(s)

No

Syllabus

1. Games and learning

1.1. The sociological perspective

1.2. The cultural perspective

1.3. Games and learning through History

1.4. Board games (Eurogames)

1.5. Competitiveness and collaboration

1.6. Flow

2. Digital games

2.1. Evolution of digital games

2.2. Types of games

2.3. Mainstream games versus serious games

2.4. Positive and negative effects of video games

2.5. Games learning principles

2.6. Games for learners with special needs and for seniors

3. Analysis of digital games

3.1. Immersion and engagement

3.2. Mission

3.3. Gameplay.

Assessment Methods

Assessment
Report of a seminar or field trip: 20.0%
Other: 20.0%
Project: 30.0%
Frequency: 30.0%

Bibliography

Adams, E. (2014) Fundamentals of Game Design. 3rd Edition. New Riders Press.

Carvalho, A. A. A. (2017). Jogos digitais e Gamification: desafios e competição para aprender na era mobile-learning. In CNE (Ed.), Aprendizagem, TIC e redes digitais. Lisboa: Conselho Nacional de Educação (pp. 112-144).

Granic, I., Lobel, A.,& Engels, R. (2014).TheBenefits of Playing Video Games. American Psychologist, 69(1), 66-78.

Machado, C. T., & Carvalho, A. A. (2018). Avaliação do serious game Immuno Rush sobre imunologia. Revista Novas Tecnologias na Educação (RENOTE), 16(1), DOI: https://doi.org/10.22456/1679-1916.86027.

McGonigal, J. (2011). Reality is broken. Why games make us better and how they

can change the world. London: Vintage Books.

Sousa, M. (2020). Como os jogos de tabuleiros modernos podem ensinar a colaboração. In A.A. A. Carvalho (org.) Aplicações para dispositivos móveis e estratégias inovadoras na educação (pp. 127-140). Lisboa: Ministério da Educação, DGE.