Proceedings of the 29th International Academic Conference, Rome

GAME-CENTRIC PEDAGOGY AND CURRICULUMS IN HIGHER EDUCATION

JOHN MURRAY, RIKKE TOFT NØRGÅRD, JAMES MORGAN

Abstract:

This paper examines some recent trends in game-centric education for STEAM (science, technology, engineering, art and mathematics) fields, especially those that explore and promote collaboration among multiple disciplines. We discuss various multimodal design research activities that draw upon the applications and usage of popular technical hackathons and game design jams in educational environments. The intent of this work is to guide and inform new approaches to the core components of STEAM curriculums. Game-centric methods appear to be well-suited to a variety of education and training circumstances, particularly those that apply in transnational settings and/or serve highly diverse student populations. The benefits extend beyond the direct game-building activity; for example, the process can promote broader design thinking skills and encourage better appreciation of the typical understand-create-deliver flow process, which may be found in many different contexts. Other advantages can include the encouragement of critical thinking skills, the ability to safely tinker and experiment, and the empowerment to fail and start over. In these respects, we view game-making as a form of ‘future-making’, and thus a valuable vehicle for enhancing general education and long-term life skills. We conclude by describing some opportunities to undertake qualitative and quantitative research on teams of participants in popular game development events, such as the multinational Global Game Jam (GGJ) series. This process involves examining their background demographics, and characterizing the team dynamics and behaviors in the context of their game design and development activities during the game jam.

Keywords: Game-making pedagogy Transnational multidisciplinary learning and teaching Science, technology, engineering, art and mathematics education

DOI: 10.20472/IAC.2017.029.025

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