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The Power of Play in Higher Education pp 263–271Cite as

Palgrave Macmillan

Exploration: From the Players Point of View

Abstract

Integrating games and game dynamics into the classroom has been shown to incentivize learner engagement and activate positive psychological arousal. In order to better understand students’ experiences of game-based learning, we designed and implemented game-based teaching techniques in both hard (computer science) and soft (urban planning) sciences. Our assessment of the effectiveness of game-based learning showed improvements in student perception of engagement, creativity, teamwork and enjoyment. In this exploration we outline the successes, challenges and limitations of designing game-based instructional research and assessing student perception.

Keywords

  • Game design
  • Game-based learning
  • Gamification

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  • DOI: 10.1007/978-3-319-95780-7_34
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Author information

Authors and Affiliations

  1. School of Geography and Planning, Cardiff University, Cardiff, Wales, UK

    Maxwell Hartt

  2. Department of Computer Science, Rochester Institute of Technology, Rochester, NY, USA

    Hadi Hosseini

Authors
  1. Maxwell Hartt
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  2. Hadi Hosseini
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Corresponding author

Correspondence to Maxwell Hartt .

Editor information

Editors and Affiliations

  1. University of Winchester, Winchester, UK

    Alison James

  2. Centre for Excellence in Learning and Teaching, Manchester Metropolitan University, Manchester, UK

    Chrissi Nerantzi

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Hartt, M., Hosseini, H. (2019). Exploration: From the Players Point of View. In: James, A., Nerantzi, C. (eds) The Power of Play in Higher Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-95780-7_34

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  • DOI: https://doi.org/10.1007/978-3-319-95780-7_34

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  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-319-95779-1

  • Online ISBN: 978-3-319-95780-7

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