Search Results


This chapter examines how group processes unfold while playing a learning game for adults. Through the study of a Swedish deployment of ‘The EIS Simulation’, which is a collaborative learning game on change management and overcoming organisational resistance, it is shown how social processes emerge and affect the group’s decision-making process. The chapter proposes an analytical distinction between two levels of interaction, which both affect decision-making, and consequently the learning process. The primary processes concern the direct interaction with the game, and governed by its mechanics. The secondary processes emerge among participants as a consequence of the game, but become governed by emergent social mechanics. From this distinction, the chapter finds that while secondary mechanics take up a significant proportion of the time spent playing, they offer an opportunity for a multitude of processes to unfold that are crucial to adult learning.

In: Games and Education: Designs in and for Learning
We live in a time of educational transformations towards more 21st century pedagogies and learning. In the digital age children and young people need to learn critical thinking, creativity and innovation and the ability to solve complex problems and challenges. Traditional pedagogies are in crisis and many pupils experience school as both boring and irrelevant. As a response educators and researchers need to engage in transforming education through the invention of new designs in and for learning. This book explores how games can provide new ideas and new designs for future education. Computer games have become hugely popular and engaging, but as is apparent in this book, games are not magical solutions to making education more engaging, fun and relevant.

Games and Education explores new designs in and for learning and offer inspiration to teachers, technologists and researchers interested in changing educational practices. Based on contributions from Scandinavian researchers, the book highlights participatory approaches to research and practice by providing more realistic experiences and models of how games can facilitate learning in school.