On the Horizon

Holmes, Jeffrey B. ; Gee, Elisabeth R.

2016 On the Horizon

doi: 10.1108/OTH-11-2015-0069

Purpose – This paper aims to provide a framework for understanding and differentiating among different forms of game-based teaching and learning (GBTL). Design/methodology/approach – The framework is based on an analysis of existing literature and descriptions of GBTL in varied higher education settings, combined with case examples of the author’s personal experience as instructors of GBTL courses. Findings – Four frames or categories of GBTL approaches were identified: the action frame, the structuring frame, the bridging frame and the design frame. Each frame represents a spectrum of related yet varied strategies and assumptions. Originality/value – This framework is a first attempt at providing an analytic tool for making sense of the varied instantiations of GBTL in higher education. It can be useful as a heuristic tool for researchers as well as a generative model for designing future GBTL practices.

Herro, Danielle ; Clark, Rebecca

2016 On the Horizon

doi: 10.1108/OTH-08-2015-0060

Purpose – This paper aims to address opportunities and tensions when creating game-based learning practices in higher education. By detailing examples from a university in the Southeastern USA and the communities it serves, we suggest game-based research and learning be approached as a unifying influence adaptable across contexts. Design/methodology/approach – We use a working example methodology where someone with expertise “works through” a well-known issue while making the thinking overt. In this manner, we reveal processes, successes and challenges infusing game-based learning in higher education to deepen understanding between fields and encourage research and practice with games across disciplines. Findings – The working example demonstrates that games served as a unifying influence in three primary ways, which included redesigning courses and implementing programmatic changes; using existing programs to promote interdisciplinary teaching and research; and increasing outreach and partnerships. In each example, games served to strengthen or support the initiatives. Originality/value – This paper extends literature on the value of games to promote research and learning. Significantly, it provides an example for others in game-based learning fields to consider when building similar programs in higher education.

Hergenrader, Trent

2016 On the Horizon

doi: 10.1108/OTH-08-2015-0050

Purpose – The purpose of this paper is to describe how videogames can be worked into various courses in a digital humanities curriculum. Design/methodology/approach – The concepts included are drawn from media studies, game studies, and game-based learning. Findings – The Digital Humanities and Social Sciences (DHSS) BS degree will begin enrolling students in the academic year 2016-2017, at which time findings will be available. Originality/value – The DHSS BS degree is among the first of its kind, and will be a model for other programs to follow.

Hergenrader, Trent

2016 On the Horizon

doi: 10.1108/OTH-08-2015-0049

Purpose – This paper aims to describe a plan to establish a campus critical gaming group for faculty members to learn about contemporary videogames and how to use them in their classrooms. Design/methodology/approach – The plan is based on the principles of game-based learning, adapting classroom practice to teach faculty about video games. Findings – The group will meet for the first time in the academic year 2015-2016 with findings to be reported at the conclusion of the spring semester. Research limitations/implications – The desire is that this critical gaming group will become a model for other universities to adopt. Practical implications – As designed, the critical gaming group should be inexpensive to set up and maintain. Social implications – The critical gaming group should foster collegiality among faculty from different disciplines and colleges. Originality/value – A critical gaming group for faculty is a unique concept, not yet tested.

Stone, Jennifer C. ; Day, Jathan ; Dym, Brianna ; Kahlenbeck, Katie O'Regan ; Kraft, Zebadiah R. ; Reynaga, September V. ; Shearer-Ihrig, LaVon ; Waetjen, Elizabeth ; Allen, Shanna

2016 On the Horizon

doi: 10.1108/OTH-08-2015-0045

Purpose – This paper aims to describe the World of Warcraft (WoW) experience, where students in a graduate English seminar played WoW to ground their learning about digital literacies. Through the experience, students developed their own digital literacies and learned to enter academic discourse about games and digital literacies. Design/methodology/approach – In the paper, the instructor and eight students describe the purpose, design and outcomes of the experience. Over the course of a month, the group coordinated logistics and roles, each person created a character, each character reached the threshold level for low-level dungeons, the whole class played several dungeons together and the class engaged in metaconversation about the experience. Findings – The instructor reflects on the problem of practice that the WoW experience addressed and the instructional organization of the experience. The students, who came into the WoW experience with a range of prior knowledge about games and Massively Multiplayer Online Roleplaying Games, reflect on what challenges they faced while learning to play and develop their own digital literacies, how they assembled resources to overcome challenges, how their views of digital literacies and games shifted from the experience and how the experience helped them rethink teaching first-year composition. Originality/value – As the WoW experience illustrates, finding ways to connect games to advanced graduate courses can create fun, frustration and powerful learning experiences for students as they maneuver complex content.

Anderton, Cindy L ; King, Elizabeth M

2016 On the Horizon

doi: 10.1108/OTH-09-2015-0061

Purpose – This study aims to build on Gee’s (2003) earlier question exploring specifically the learning processes associated with broadening cultural empathy and exploring personal bias through gameplay in the role-playing game, Oblivion. Design/methodology/approach – Methodology for this case study (Stake, 1995) was informed by narrative (Reissman, 2001) methods that focused on collecting descriptions of the unique experiences of participants while being engaged in gameplay and their personal reflections synthesizing game-based engagement and course content. “Narrative research offers the possibility of exploring nuances and interrelationships among aspects of experience that the reader might better understand other related situations” (Josselson, p. 239). Our study focused on using narrative research methods to examine embodiment within the fictional world of the game as an experiential participatory-learning experience. Findings – All participants indicated that the most salient learning experiences of the course was playing the game. The process participants underwent the experience of an event in the game and linked this gaming experience to their personal real-life reaction combined with emotions and thoughts. They then self-reflected on those reactions, which cumulatively contributed to self-reported increased self-awareness in the areas of personal bias, stereotypes, attitudes, values, beliefs and privilege. Three themes were identified from the data, namely, increase or variance in levels of self-awareness, navigating unfamiliar cultural systems and increased understanding and cognitive empathy for others. In addition, a fourth additional theme of embodiment and the value of embodiment were identified. Research limitations/implications – Lacking in the findings were reports by participants regarding application of skills to different cultural populations. Future research will focus on how integration of application of skills can be facilitated using similar pedagogical practices. Because this study included a small number of participants who were counseling students in a master’s program, the applicability of the findings to other student populations is limited. Further research would need to determine whether or not the findings could be replicated with other types of students. Practical implications – Embedding the intervention within the structure of a course appeared to provide a supportive and safe space for experiencing embodied selves, it also provided a mode for performing their future selves for and with colleagues experiencing similar situations. In this way, they were able to venture with and among their colleagues toward a fuller understanding of self, and particularly in conjunction to diverse populations. These features of the intervention appeared to work in concert together holistically affording a space where they could be vulnerable enough, open enough, to begin questioning their central thoughts and beliefs and increase their empathy for others who are different. Social implications – Using the game of Oblivion allowed our students to have an embodied experience in a virtual space where they got to experience being in a completely different culture and experience culture shock. They had to make decisions that forced them to review their belief systems, go against their belief systems, or explore options that were against their belief systems in a safe way with no real-life repercussions. This embodied experience allowed our participants to engage in behaviors that none would dare to do in their real world and provided a comfort zone to explore taboo subjects. Originality/value – Embedding the game within the curriculum encouraged participants to experience feelings of embodied empathy (Gee, 2010). Oblivion assisted in this process by providing participants the opportunity to gain entry into a unique designed world, a realistic but pseudo-cultural world replete with social and institutional structures both familiar and foreign to their real life. This appeared to provide a realistic manifestation of self, positioning participants toward experiencing embodied empathy for the designed scenarios in the game.

Dikkers, Seann M

2016 On the Horizon

doi: 10.1108/OTH-11-2015-0068

Purpose – This study aims to review the development of six iterations of a master’s level course between the summers of 2013 and 2015, with a particular focus on the use of optional quests to engage and motivate student learning. Design/methodology/approach – The comparative case study analysis draws on design-based research theory to consider learner activity, perceptions and commentary on course design. Findings – Findings show students consistently exceeding expectations in the classroom, creating their own assignments, accepting custom challenges and, on average, sustaining a high regard for the learning process and format. Practical implications – Positive results appear using free and available tools that can be adopted in any classroom setting. Originality/value – Given the degree of voluntary engagement with course content, this local set of case studies implies that quest-based learning can drive an entire course design with positive results and provides a design model for others to adopt and build from.

Holden, Jeremiah Isaac

2016 On the Horizon

doi: 10.1108/OTH-08-2015-0046

Purpose – This study aims to describe the feasibility of designing and fostering pre-service teacher inquiry at the intersection of community and disciplinary engagement. Mapping My Math (MMM), a game-based and mobile learning activity, guided pre-service teachers in playfully exploring mathematics featured in the everyday activities of people and places and creatively representing this inquiry with digital media. Design/methodology/approach – This study draws from design-based research that examined the role of place, digital media and mobility in mathematics teacher education. Design narrative methods describe how MMM was created, implemented and refined to support disciplinary inquiry across settings given the evolution of tools, activities and practices. The study and design narrative address the following question: How can game-based and mobile learning be designed to support pre-service teachers’ disciplinary inquiry of everyday mathematics? Findings – Findings shared in this study’s design narrative attend to the quality of pre-service teachers’ inquiry-as-play, or expressive mobility situated amonglearners’ social and material relations, disciplinary concepts and the built environment. Research limitations/implications – Implications from this study concern the role of mobile learning in mathematics teacher education to connect school, community and online settings; the potential of gameful design to impact pre-service teacher learning across settings; and the importance of fostering disciplinary inquiry whereby pre-service teachers can “navigate” their own learning. Originality/value – Game-based and mobile learning designs, like MMM, can create the conditions for cross-setting mobility as generative of inquiry-as-play in mathematics teacher education. MMM encouraged pre-service teachers to playfully leverage disciplinary practices that shaped new relationships with mathematics, their city and the mathematics of place and community.

Martin, Crystle ; Martinez, Ryan

2016 On the Horizon

doi: 10.1108/OTH-08-2015-0051

Purpose – The purpose of this paper is to demonstrate the impact a games-based curriculum can have on library and information science (LIS) curriculum. Design methodology approach – This is a worked example, using a case study and iterative design approach. Each iteration of this course and the reports are from the respective opinions of the instructors. Findings – The authors found that once students looked past games as being pleasant distractions and were able to see them as both context-rich and well-designed learning environments, they were conducive in bringing games to libraries to spur interest-driven learning. Some students tackled analog and digital game design, while others would play historical games and tie those back to available books, and still others used board and video games to bring parents and their children together through play. While these findings do not dictate that this would work in all situations, presenting games and play as an inclusive practice that spans topics and interests was successful. Research limitations andimplications – This research focuses on an LIS course and its development. Research and best practices in this course better inform future designs on how to take games-based design and interest-driven learning into broader areas to use games to spur interest and learning. The authors do not claim that our individual approaches to this class are the best methods in any course using games-based learning. Yet instructors in other fields can take what the authors learned, and the different approaches used to teaching games-based learning, and augment based on the authors’ experiences. Practical implications – This worked example demonstrates that a games-based curriculum can help generate interest in informal learning spaces, such as in libraries. Originality/value – The value of this paper is to emphasize the impact that games and games research can have on other disciplines. Games-based and interest-driven learning are broad enough that their usefulness in other fields is worth consideration. Libraries have been commonly looked at as “old” spaces to acquire knowledge. Combining “old” and “new” technologies to serve a more technologically savvy demographic not only helps the field of games-based learning, but also helps those in LIS how to better service a new generation of learners in collaborative relationships.

Spires, Hiller A. ; Lester, James C.

2016 On the Horizon

doi: 10.1108/OTH-08-2015-0052

Purpose – The purpose of this paper is to describe how the authors created a community of inquiry for game design with Crystal Island, report research results from a school pilot and analyze lessons learned. Using a community of inquiry approach, the authors created participatory structures for design and communication among the university team (i.e. computer science, literacy and science education, educational psychology and art design), elementary teachers and elementary students who were involved with Crystal Island. Design/methodology/approach – As part of the design process and in the attempt to create a community of inquiry, the authors conducted ongoing sessions with the teachers and students (N = 800), or what the authors refer to as design charettes. The design charettes included forming a lead teacher cadre and conducting game-based learning teacher institutes. These sessions led to a mixed methods school pilot study. Findings – Results of the classroom pilot study suggested that game-based learning environments not only increase student engagement but also positively impact content knowledge on science topics and problem-solving skills. A key finding was that these gains were not unique to any specific group of learners, as there were no differences by race or gender. Originality/value – Applying a community of inquiry contributed greatly to the success of the authors’ results. Distributing knowledge and authority throughout the community (university and elementary schools combined) promoted rich social interactions that encouraged meaningful contributions from all participants. Future efforts will focus on sustaining our community of inquiry as the authors attempt to scale gameplay with CRYSTAL ISLAND.

Ruggiero, Dana

2016 On the Horizon

doi: 10.1108/OTH-08-2015-0038

Purpose – The purpose of this paper is to address the issue of how university students address learning through playing wicked games. Design/methodology/approach – Using a case study run by the author of a university undergraduate education module, qualitative data are provided to support a pragmatic model of addressing the issues of realistic behavior and outcomes. Findings – Through a combination of elements – mainly, integration of more conventional academic research, use of repeated points of contact between students and the lecturer and extensive reflection after the activity by the student – it is possible to provide for a gameplay experience that more closely follows real-world outcomes than would otherwise occur. Research limitations/implications – The use of a single case study clearly limits the ability to generalize and implies the need to replicate the work in new iterations and in new contexts. Practical implications – The paper highlights the importance of grounding wicked gameplay in reality, if they are to maximize their utility as a teaching practice. It also stresses the high level of engagement, not only on the part of the students but also on the part of the lecturer, who must be an active part of the gameplay structure. Originality/value – The consideration of a continuous process of grounding wicked games in reality is one that has not been explored by the existing literature, so it offers useful insights into practice that will be of value to both practitioners and theorists in the field.

Pfannenstiel, Amber Nicole

2016 On the Horizon

doi: 10.1108/OTH-08-2015-0047

Purpose – The purpose of this paper is to discuss an assignment using videogames to demonstrate theories from in-class readings. Game-like learning principles (Gee, 2007), collaborative learning in games (Echeverria et al. , 2011) and gamification (Sheldon, 2012) are just a few examples of the discussion areas in videogames and education research. But as Rice (2014) finds, there are few available lesson-plans and examples of everyday classroom use of popular videogames. Design/methodology/approach – In response to this need, this paper discusses classroom use of free popular videogames as cultural artifact examples for course content discussions in a Videogames and Literacies Junior Writing Course offered within an English department. Findings – This paper describes the assignment and learning goals, specifically discussing the first iteration and subsequent changes made to aid students in their presentations and learning. Included in this paper are discussions of technology affordances within the classroom space, student reactions and student successes and failures with games. This assignment asks students to find a videogame example to use as demonstrations of the course material as they lead class discussion. Originality/value – Asking students to use videogames and game play to engage course content also engages students in higher-order cognitive thinking about play and game mechanics, helps students analyze course material and develops presentation skills using videogames to discuss course material. In examining videogames as more than just entertainment, students see games as learning tools with ways of teaching culture, teaching learning and testing learning.

Boyer, D. Matthew ; Smith, J. Emerson

2016 On the Horizon

doi: 10.1108/OTH-08-2015-0039

Purpose – The purpose of this paper is to share the authors’ perspectives as members of a research-based course project focused on learning game design and development. The authors provide important aspects of their findings as usable knowledge in the form of implications for potential use in new contexts. Design/methodology/approach – This is a case study of one instance of a course-based structured learning opportunity. The authors chose to interview each other about various aspects of the course structure and its affordances and constraints for creating an effective and supportive learning environment. Findings – The paper provides findings as implications for potential transfer to new contexts. As considerations for engendering the type of learning the authors promote, they share much of the interview responses in an effort to not only contextualize their perspectives but also identify important aspects for similar projects. Research limitations/implications – As a single case, the authors focus on areas of transferability rather than generalizability. With more cases, they could build the list of important aspects, but with this individual case, they can simply share the ideas they find most salient from their work. Practical implications – The paper includes implications for those interested in creating similar opportunities that combine undergraduate research projects and coursework to enhance students’ ability to pursue individual interests typically not found in traditional course models. Originality/value – This paper provides an example of a non-traditional opportunity for learning as a potential model for others.

Marone, Vittorio ; Staples, Cary ; Greenberg, Katherine H.

2016 On the Horizon

doi: 10.1108/OTH-08-2015-0040

Purpose – In this paper, the authors present the insights and takeaways related to their experience with the design and development of ProblemUp!, a card game focused on helping higher education students develop personal strategies to overcome challenges in college and in life. Design/methodology/approach – This paper presents a case study with analysis of and reflections on the design and development of an educational card game. Findings – The design and development of ProblemUp! has engendered a number of insights to analyze, design and implement games that can help students become successful learners in school and life, beyond subject matter. The authors realized that it is worthwhile to offer different opportunities for players to engage with the game (e.g. alternative sets of rules, face-to-face and online versions), while at the same time keeping the game affordable, accessible and fun to play. Ultimately, ProblemUp! reflects a social and playful approach to learning that can help students become strategic learners and creative problem solvers in a complex and ever-changing world. Research/limitations/implications – The potential contribution of ProblemUp! to students’ academic success in higher education is significant. Often students’ reluctance to face challenges is perceived as a lack of ability when it is actually a lack of knowledge and skills in metacognition and decision-making. If students have a sense of their own competence and control over challenges in academic learning, then they will be motivated to persevere with academic study. ProblemUp! offers the opportunity for students to develop knowledge and skills that are often hidden from them, their teachers and tutors. Practical implications – In higher education, ProblemUp! has the potential for use in a variety of ways. It can be presented in post-secondary settings as a resource for students, with or without facilitation of tutors and others working to improve student retention. It can also be introduced within courses by a facilitator who can help students understand how the strategies they create can be adapted to overcome challenges within a course or, in general, for succeeding in college. Opportunities can also be created so that students can join an online game as the need arises, with or without support. Social implications – By speaking the “language of metacognition” embedded in the Cognitive Enrichment Advantage (CEA) approach (e.g. making comparisons, getting the main idea, connecting events, etc.), students can develop a “problem-solving grammar” which can be applied in a variety of situations to articulate the discourse on problems and the strategies to overcome them. Originality/Value – The paper presents a novel approach to metacognitive learning, strategic thinking and problem-solving by leveraging bizarre problems in a social-constructive environment. It also includes practical and usable insights for educators, teachers and game designers.

Sandoz, Joli

2016 On the Horizon

doi: 10.1108/OTH-08-2015-0041

Purpose – The purpose of this paper is to describe what students in an undergraduate course otherwise unrelated to games demonstrated about their learning during an analog game design assignment, and to explore what two of the resultant games revealed about designers’ understandings of the structural nature of social class inequality. Design/methodology/approach – Students’ documents associated with game production were analyzed for overt statements of learning, which were then coded and categorized. The researcher also assessed analog game prototypes to explore their usefulness to learning assessment. Findings – Students’ perceptions of their learning in both cognitive and social domains were apparent in written reports. Faculty assessment of game artifacts found evidence of designers’ grasp of structural aspects of social class inequality beyond that apparent in written documentation. Research limitations/implications – The case study approach limits the generalizability of the researcher’s observations. Practical implications – This paper suggests that an analog game-making assignment can provide students with opportunity to document learning in both cognitive and social domains, through self-reports and game artifacts. Several avenues for further research are proposed. Originality/value – This descriptive case study can assist educators developing game design assignments in courses focused on non-game topics, and educators considering the usefulness of game artifacts in learning assessment.

Abramovich, Samuel

2016 On the Horizon

doi: 10.1108/OTH-08-2015-0044

Purpose – The purpose of this paper is to provide an argument why digital badges in higher education should be used as an assessment tool and not only as a credentialing mechanism. Design/methodology/approach – This paper unpacks the use of digital badges in videogames and explains how it aligns with quality assessment practices. Several research studies are provided as examples of this alignment. Findings – Because different people have different reactions to different badges, some people will likely be best served by badges that are designed to be assessments. Originality/value – The meta-analysis in this paper helps to shift current thinking on the use of digital badges in higher education away from a framework that only considers badges as credentials. Digital badges that are designed as assessments can be educative for learners who would otherwise not benefit from its use.

Hainey, Thomas

2016 On the Horizon

doi: 10.1108/OTH-08-2015-0037

Purpose – The purpose of this study is to look at existing literature and empirical evidence to compile a number of viable research directions to move the study of digital games for learning forward. Design/methodology/approach – This study uses a combination of the archival research methodology to present secondary empirical evidence and a large-scale survey methodology to present primary empirical evidence. The archival methodology reviewed a number of extensive systematic literature reviews, and the survey methodology specifically looked at single and multiplayer motivations for playing games in education. A synthesis of the secondary and primary research findings was produced. Findings – The findings produced the following five viable research directions: more Randomised Controlled Trials (RCTs), more longitudinal studies, more studies investigating the pedagogical benefits of collaborative play, more studies investigating the pedagogical benefits of 2D and 3D games and more detailed evaluation frameworks. Originality/value – This paper presents a synthesis of previous research and empirical evidence to produce a number of potential research directions to drive the study of digital games for learning in Higher Education (HE) forward.