In this chapter, the key messages from the preceding chapters are summarised, the limitations of the work considered, and recommendations for future work made. The study presented here has shown that playing selected video games could develop certain graduate attributes: the skills and competencies that students are said to attain at university. Interviews with students, educators, and game developers have demonstrated links between games and established theories of learning, echoing ideas espoused by James Paul Gee. Here, these theories have been applied to the development of skills that graduates will be expected to demonstrate in the workplace. It is proposed that games should be integrated into higher education curricula where appropriate: if integrated thoughtfully, games can provide students with opportunities to develop their understanding of taught material, while simultaneously exercising a range of desirable skills. Universities should, therefore, afford video games at least the same status as sports and other such worthy pursuits. Furthermore, while the provision of ‘bolt-on’ graduate attribute training has not always proven successful, we should consider offering more formal game-based opportunities for attribute development. Finally, we must challenge the negative portrayal of video games: otherwise, they can never fulfil their considerable potential in education.
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Barr, M. (2019). Gaming for Graduates. In: Graduate Skills and Game-Based Learning. Digital Education and Learning. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-27786-4_8
Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-030-27785-7
Online ISBN: 978-3-030-27786-4