Evaluating the use of non-educational board games in classrooms: A model proposal
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Abstract
Within the different ways of using games and their characteristics in education, Game-Based Learning is one of the most common, usually through physical or digital formats of what we know as serious games which are designed with didactic objectives, or non-educational commercial games. The increase in the number, formats and themes of non-educational games over the last 20 years has opened a range of possibilities for its application in education. Through the analysis of diverse experiences carried out at Universitat Rovira i Virgili, a practical guide is proposed to face challenges and opportunities that non-educational board games offer as a learning tool. Despite the potential that commercial board games offers to teachers, the proposed model assumes that there are certain aspects to be taken into consideration such as the complexity of the rules, available time and space, the size of the group of students and, of course, the accessibility to the board games themselves. The use of non-educational games in the classroom requires a prior effort in the documentation, experimentation, design of the activity and evaluation of the results that must be faced to avoid failure in the process.Keywords
Game-Based Learning (GBL), gamification, board games, educationDownloads
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