I have shared various views and perspectives on how important it is to preserve the tangible relationship between our engagement with both digital and physical spaces and contexts. No one context is better than another and it all depends on what it is that we are trying to achieve in the learning process. How do we balance the different interactions towards a more seamless reflection of the learning process? Being exploratory and experiential is key to possibly enhancing this and foster a much deeper learning in the process.
Under the GameChangers programme (Coventry University), we are exploring different ways of addressing the need for a more hybrid approach to learning- the blended approach that offers a more seamless process; a less disconnected process.
At the recent ECGBL conference, we showcased two projects that are looking at ways of supporting a more live action and pervasive approach to learning built upon the importance of play in learning.
Paper 1: ImparApp: Designing And Piloting A Game-Based Approach For Language Learning
- Authors: Koula Charitonos, Luca Morini, Sylvester Arnab, Tiziana Cervi Wilson, Billy Brick, Tyrone Bellamy-Wood, Gaetan Van Leeuwen
- Abstract: The paper gives an overview of the development, deployment and evaluation of ImparApp, a location-based game to support teaching and learning of Italian Language. It draws on a project currently developed at Coventry University, which examines pervasive approaches to learning and exploits game-based techniques in contextualising language learning in a more active, innovative and engaging way.
Paper 2: EscapED: A Framework for Creating Live-Action, Interactive Games for Higher/Further Education Learning and Soft Skills Development.
- Authors: Samantha Clarke, Sylvester Arnab, Luca Morini , Oliver Wood, Kate Green, Alex Masters
- Abstract: There is a rapid growing interest and demand globally, for developing and participating in live, team-based, interactive gaming experiences otherwise known as Escape Rooms. Traditionally designed to provide entertainment, Escape Rooms require its players to solve puzzles, complete tasks and work together efficiently in order to complete an overall goal such as solving a mystery or escaping the room itself. The structure of Escape Rooms and their overall growing popularity, equally amongst players of all ages and genders, indicates that the premise of interactive, live-action gaming can be adapted to develop engaging scenarios for game-based learning. The authors therefore present; EscapED, as a work in progress, case study and paradigm for creating educational Escape Rooms and Interactive Gaming Experiences aimed at staff and students in further/higher education institutions. A focus is drawn to designing and developing on-site experiences, to provide engaging alternatives for learning and soft skills development amongst higher education staff and students. A review of a prototype scenario, developed to support Coventry University staff at a teaching and learning training event is given, alongside participant’s general feedback and reactions to the overall experience and perceived educational value of EscapED. The EscapED framework is then discussed and offered as a tool to help foster a best practice approach to developing future Interactive Game-Based Learning Experiences (IGBLE). To conclude, the authors examine future needs and requirements for refining scenario design, development and iterative live-player testing, to ensure the EscapED Programme meets all educational and player engagement standards.
You can read more about the design process for a live action approach here.
These are just some of the work that we are doing. Interested to find out more?- do not hesitate to contact us.
Sylvester Arnab 