A card game for designing activities for technology-enhanced learning in higher education
Mavroudi, Anna ; Almeida, Teresa ; Frennert, Susanne LU
; Laaksolahti, Jarmo
and Viberg, Olga
(2022)
In Education and Information Technologies
27(2).
p.2367-2383
- Abstract
The importance of providing mechanisms and tools that effectively support the transition from implicit to explicit representations of Learning Design has been emphasised by previous research in the field of Technology-Enhanced Learning (TEL). In addition, the benefits of Game-based learning approaches have been long documented in the educational research literature. The paper presents the design, implementation and evaluation of a card game that aims to support the design process of TEL activities in higher education. The game was tested by a group of 36 students and tutors (n = 36) in higher education during an interactive workshop. Feedback was asked by the participants using an anonymous survey. The results reveal that the... (More)
The importance of providing mechanisms and tools that effectively support the transition from implicit to explicit representations of Learning Design has been emphasised by previous research in the field of Technology-Enhanced Learning (TEL). In addition, the benefits of Game-based learning approaches have been long documented in the educational research literature. The paper presents the design, implementation and evaluation of a card game that aims to support the design process of TEL activities in higher education. The game was tested by a group of 36 students and tutors (n = 36) in higher education during an interactive workshop. Feedback was asked by the participants using an anonymous survey. The results reveal that the participants a) are satisfied with the game process, b) appreciate the groupwork and interaction taking place, and c) believe that they used their communication and collaboration skills. The paper includes the description of the outputs of a group (i.e., the cards selected for their TEL scenario and their actual TEL scenario) to exemplify that it is possible to use the game in order to elicit or diagnose existing LD knowledge from the game participants. The paper concludes on the usefulness of the approach suggested, limitations, and plans for future work.
(Less)
- author
- Mavroudi, Anna
; Almeida, Teresa
; Frennert, Susanne
LU
; Laaksolahti, Jarmo
and Viberg, Olga
- publishing date
- 2022-03
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- Game-based learning, Higher education, Learning design, Technology-enhanced learning
- in
- Education and Information Technologies
- volume
- 27
- issue
- 2
- pages
- 17 pages
- publisher
- Kluwer Academic Publishers
- external identifiers
-
- scopus:85113158315
- ISSN
- 1360-2357
- DOI
- 10.1007/s10639-021-10668-z
- language
- English
- LU publication?
- no
- id
- e046b64d-8426-4579-9d25-22e93eb4008a
- date added to LUP
- 2024-12-10 13:37:04
- date last changed
- 2025-10-14 11:52:43
@article{e046b64d-8426-4579-9d25-22e93eb4008a,
abstract = {{<p>The importance of providing mechanisms and tools that effectively support the transition from implicit to explicit representations of Learning Design has been emphasised by previous research in the field of Technology-Enhanced Learning (TEL). In addition, the benefits of Game-based learning approaches have been long documented in the educational research literature. The paper presents the design, implementation and evaluation of a card game that aims to support the design process of TEL activities in higher education. The game was tested by a group of 36 students and tutors (n = 36) in higher education during an interactive workshop. Feedback was asked by the participants using an anonymous survey. The results reveal that the participants a) are satisfied with the game process, b) appreciate the groupwork and interaction taking place, and c) believe that they used their communication and collaboration skills. The paper includes the description of the outputs of a group (i.e., the cards selected for their TEL scenario and their actual TEL scenario) to exemplify that it is possible to use the game in order to elicit or diagnose existing LD knowledge from the game participants. The paper concludes on the usefulness of the approach suggested, limitations, and plans for future work.</p>}},
author = {{Mavroudi, Anna and Almeida, Teresa and Frennert, Susanne and Laaksolahti, Jarmo and Viberg, Olga}},
issn = {{1360-2357}},
keywords = {{Game-based learning; Higher education; Learning design; Technology-enhanced learning}},
language = {{eng}},
number = {{2}},
pages = {{2367--2383}},
publisher = {{Kluwer Academic Publishers}},
series = {{Education and Information Technologies}},
title = {{A card game for designing activities for technology-enhanced learning in higher education}},
url = {{http://dx.doi.org/10.1007/s10639-021-10668-z}},
doi = {{10.1007/s10639-021-10668-z}},
volume = {{27}},
year = {{2022}},
}