Constructive Alignment in Game Design for Learning Activities in Higher Education.

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Autor/Urheber	Margarida Romero; George Kalmpourtzis
Institution	MDPI AG
Titel	Constructive Alignment in Game Design for Learning Activities in Higher Education.
Quelle	In: 2078-2489; doi:10.3390/info11030126; Information, Vol 11, Iss 3, p 126 (2020)(2020) PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
DOI	10.3390/info11030126
Schlagwörter	active learning; game-based learning; game design; constructive alignment; higher education; Information technology; T58.5-58.64
Abstract	The Bologna process has led European universities to review quality assurance in Higher Education. Active learning, competency-based education as well as outcome-based teaching and learning have been encouraged as means to maintain quality assurance in Higher Education. The aims of this paper are (a) to introduce the context of European Higher Education quality assurance challenges and review existing initiatives in game design in Higher Education, and (b) analyze the game design process in the Game Based Learning course of the MSc SmartEdTech program through the prism of constructive alignment. The analysis of student deliverables, in the form of Game Design Documents, shows improvement on how students approach educational game design but also points out some aspects for improvement on the course structure. The study also considers opportunities and limits of game design for learning in Higher Education in the specific context of online education.
Erfasst von	BASE - Bielefeld Academic Search Engine