GAMES IN HIGHER EDUCATION
Who knew that learning could be so much fun? Using the games, individuals from the ages of pre-K to adulthood can learn social skills, school subjects, computer literacy and so much more while having fun.
Research in game based learning is needed in order to explore how, when and why learning takes place in game based educational settings. Whereas games are highly recommended for being powerful learning environments, research into the use of games for learning has often produced inconclusive and contradictory results .This may be due to the fact that the design and study of educational games involve complex processes that may challenge existing methodological practices.
Different approaches are needed that can capture and account for the changing and diverse environments in which games are used for teaching and learning. This highlights the need for not only empirically based arguments for the potential of games in education, but for methodologies that can describe the emerging use of games both inside and outside formal education.
Games accommodate complex and diverse approaches to learning processes and outcomes; allow for interactivity; promote collaboration and peer learning; allow for addressing cognitive as well as affective learning issues; and foster active learning. Several factors influence the effectiveness of peer learning, among them, the participants’ experience of group processing, as well as individual and group accountability. Games as learning platforms are especially suitable for peer learning processes, as they allow participants to be working collaboratively with others, taking responsibility for one’s own learning and deepening the understanding of specific learning contents.
In this context our docent team have designated a game to develop the learning in our subject and we encouraged our students to design their own games and present them in classroom. Some examples are showed in this work