Gameful learning as a way of being
As a variation on game-based learning, we propose the concept of 'gameful learning' as a framework that encourages improvisation, playfulness, and social interaction, and which takes into account the unique contingencies of individual people and specific content. We describe gameful learning in terms of three elements: attitude, identity, and ignorance. Three cases of gameful learning are examined across diverse learning environments: a fourth grade science class studying matter, a secondary world history class studying the Middle Ages, and an educational technology graduate programme. Cross-case analysis reveals how gameful learning elements relate to attitudes of agency and social necessity, becoming a game designer, and embracing ignorance for learning.
Duke Scholars
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- 4601 Applied computing
- 3904 Specialist studies in education
- 3903 Education systems
- 1303 Specialist Studies in Education
Citation
Published In
DOI
EISSN
ISSN
Publication Date
Volume
Issue
Start / End Page
Related Subject Headings
- 4601 Applied computing
- 3904 Specialist studies in education
- 3903 Education systems
- 1303 Specialist Studies in Education