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Transformative learning through playanalogue games as vehicles for educational innovation /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Transformative learning through playby Sara Rye, Micael Sousa, Carla Sousa.
Reminder of title:	analogue games as vehicles for educational innovation /
Author:	Rye, Sara.
other author:	Sousa, Micael.
Published:	Cham :Springer Nature Switzerland :2025.
Description:	xiii, 239 p. :ill. (chiefly color), digital ;24 cm.
Contained By:	Springer Nature eBook
Subject:	Educational games.
Online resource:	https://doi.org/10.1007/978-3-031-78523-8
ISBN:	9783031785238$q(electronic bk.)

Transformative learning through playanalogue games as vehicles for educational innovation /
Rye, Sara.

Transformative learning through playanalogue games as vehicles for educational innovation /[electronic resource] :by Sara Rye, Micael Sousa, Carla Sousa. - Cham :Springer Nature Switzerland :2025. - xiii, 239 p. :ill. (chiefly color), digital ;24 cm.

Chapter 1. Beyond Scholastic Disciplines: the Need for Complex Game-Based Learning in a Complex World -- Chapter 2. Introduction to Game-Based Learning -- Chapter 3. The Psychology of Analogue Game-Based Learning -- Chapter 4. Designing Effective Learning Games -- Chapter 5. Game Systems in Analogue Game-Based Learning -- Chapter 6. Introduction to Inclusivity in Analogue Game-Based Learning: Challenges and Strategies.

This book explores analogue game-based learning in the context of the Anthropocene, addressing an urgent need for educational approaches beyond traditional scholastic boundaries. In the context of a complex world, the book emphasises the inadequacies of current educational methods and the potential of game-based learning to foster collective problem-solving skills. It then traces the historical roots of analogue and tangible games, highlighting their potential and challenges in alignment with several learning theories. The authors explore the psychology of analogue game-based learning, exploring its impact on cognition, motivation and, potentially, skill transfer to real life situations. They focus strongly on designing effective learning games, emphasising principles of game design, the TEGA initiative and common pitfalls to avoid. Ultimately, the book emphasises the importance of inclusivity in game-based learning, addressing barriers, intersectionality, and accessible design features both for commercial and educational games, and highlighting the ethical and pedagogical significance of fostering diverse and inclusive learning environments. The book will be of interest to researchers and students of education-related topics, particularly instructional design, pedagogical, and psychology, as well as enthusiasts from game studies and related practitioners. Sara Rye is Associate Professor of Project Management for Development at the University of Bradford, UK. Micael Sousa is a postdoctoral researcher in the Spatial Dynamics Lab, School of Architecture, Planning and Environmental Policy, University College Dublin, Ireland. Carla Sousa is a researcher and professor in Media Studies and Psychology at Lusófona University, Portugal.

ISBN: 9783031785238$q(electronic bk.)

Standard No.: 10.1007/978-3-031-78523-8doiSubjects--Topical Terms:

206594
Educational games.

LC Class. No.: LB1029.G3

Dewey Class. No.: 371.337

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505 0 $a Chapter 1. Beyond Scholastic Disciplines: the Need for Complex Game-Based Learning in a Complex World -- Chapter 2. Introduction to Game-Based Learning -- Chapter 3. The Psychology of Analogue Game-Based Learning -- Chapter 4. Designing Effective Learning Games -- Chapter 5. Game Systems in Analogue Game-Based Learning -- Chapter 6. Introduction to Inclusivity in Analogue Game-Based Learning: Challenges and Strategies.
520 $a This book explores analogue game-based learning in the context of the Anthropocene, addressing an urgent need for educational approaches beyond traditional scholastic boundaries. In the context of a complex world, the book emphasises the inadequacies of current educational methods and the potential of game-based learning to foster collective problem-solving skills. It then traces the historical roots of analogue and tangible games, highlighting their potential and challenges in alignment with several learning theories. The authors explore the psychology of analogue game-based learning, exploring its impact on cognition, motivation and, potentially, skill transfer to real life situations. They focus strongly on designing effective learning games, emphasising principles of game design, the TEGA initiative and common pitfalls to avoid. Ultimately, the book emphasises the importance of inclusivity in game-based learning, addressing barriers, intersectionality, and accessible design features both for commercial and educational games, and highlighting the ethical and pedagogical significance of fostering diverse and inclusive learning environments. The book will be of interest to researchers and students of education-related topics, particularly instructional design, pedagogical, and psychology, as well as enthusiasts from game studies and related practitioners. Sara Rye is Associate Professor of Project Management for Development at the University of Bradford, UK. Micael Sousa is a postdoctoral researcher in the Spatial Dynamics Lab, School of Architecture, Planning and Environmental Policy, University College Dublin, Ireland. Carla Sousa is a researcher and professor in Media Studies and Psychology at Lusófona University, Portugal.
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