Game Science in Hybrid Learning Spaces
- Submitting institution
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Coventry University
- Unit of assessment
- 32 - Art and Design: History, Practice and Theory
- Output identifier
- 30879282
- Type
- A - Authored book
- DOI
-
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- Publisher
- Routledge Taylor & Francis Group
- ISBN
- 9781138239753
- Open access status
- -
- Month of publication
- May
- Year of publication
- 2020
- URL
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- Supplementary information
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- Request cross-referral to
- -
- Output has been delayed by COVID-19
- No
- COVID-19 affected output statement
- -
- Forensic science
- No
- Criminology
- No
- Interdisciplinary
- Yes
- Number of additional authors
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0
- Research group(s)
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-
- Proposed double-weighted
- Yes
- Double-weighted statement
- This monograph contains complex discussions into hybrid learning, separating it from the principle of blended learning, and explores how the science of games and game practices inform the design of experiences that will be meaningful for hybrid learning perspectives. It offers a large body of literature and selected case studies and provides a transdisciplinary synthesis drawing on game design, motivational theories, pedagogies, and technologies.
- Reserve for an output with double weighting
- No
- Additional information
- The book draws on research in empathic design in game-based experiences for teaching and learning. It asks: how can engaging and meaningful learning experiences be designed in a holistic and pragmatic way; and, what can we learn from the practice of game design that are underpinned by pedagogical and motivational aspects? These questions are explored to formulate process, methodologies, and principles from which to design educational experiences informed by the mechanics, dynamics, and aesthetics of gameplay.
Games are increasingly technologically and culturally pervasive. Arnab proposes ‘hybrid learning’ as a principle that is not defined and restricted by specific technologies and/or pedagogies but rooted in pragmatic considerations, responding to needs as they arise. This opens up opportunities for the different modalities of game experiences (analogue, digital, or hybrid) to be applied in various educational contexts that cross formality, spatial, and temporal boundaries.
The transdisciplinary research includes synthesis of theoretical and empirical findings, and experimental and non-experimental case studies. It provides critical analysis of the pedagogical perspectives of hybrid learning and motivational theories and design practices that underpin game-based solutions applied for serious purposes. Case studies provide examples from the field to complement the emerging framework for game design. Understanding is extended of how hybrid learning experiences can be designed and facilitated from the lens of ‘game science’.
Related disseminated includes keynote speeches and international podcasts, the EU Education Gateway for the EU School network, websites, and blog. The research has received international recognition: the Gamification Award for Education and Software in 2019, and Research in 2018. The game design methodologies have been adopted by educational game designers, academics, teachers, and small-and-medium-enterprises. The foreword is written by Ian Livingstone CBE, a significant figure in the game industry. The research draws from HORIZON2020, UKRI and HEFCE (OFS) funded projects (worth over £9m).
- Author contribution statement
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- Non-English
- No
- English abstract
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