Mentioned by 5 experts, partially including:
• I don’t necessarily think it’s the play, but more the debrief. I think playing the game can be with or without guidance (unless specific scenarios need to be experienced), individually or turn based or group – I think the real pedagogic moment faces in how it is debriefed, discussed and how the learning is realised. Games can be learning by stealth (x1);
• Learning should take place within groups with regular debriefings or “cool-down” moments where the student is not engaged in the game. These reflective moments cement in the actions and reactions that the student encountered or performed in the game. This is best done as a collective (small group or large – depending upon the setting) (x1);
• The mode is less relevant than the clarity of stated learning goals and objectives, and the efficiency and relevance of the briefing/action/debriefing sequence built into the entire sequence (x1).
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