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Game-based Learning Across the DisciplinesGameful Learning and the Syrian Conflict: Developing Global Learning Competencies in a Complex Conflict

Game-based Learning Across the Disciplines: Gameful Learning and the Syrian Conflict: Developing... [Between 2014 and 2016, the Syria Simulation was delivered as an in-person, tabletop role-playing game to over 700 students at a liberal arts university in Texas. This low-fidelity, 3-h simulation was designed to address global learning programs and course outcomes by asking students to analyze events from multiple geopolitical perspectives while role-playing key actors and organizations in the Syria conflict. Game design was grounded in high-impact curriculum design and instructional design practice while employing game design mechanics to target twenty-first-century competencies and enhance student engagement. A diverse faculty team used a gameful, experiential strategy to challenge students to tackle the complex problem of achieving peace in the Middle East. This gameful approach to learning immersed students within an authentic, experiential setting, challenged their decision-making, and provided opportunities for reflection. Role-play enabled students to play conflict actors and supported cooperative learning goals while shaping student perspectives on the conflict. In this chapter, we discuss the Syria Simulation project through these theoretical lenses and describe the ways in which the game’s design reflects an experiential system of rules, play, and culturally responsive design. We will also describe the game’s design and development process, and its impact on student engagement, and we will explain its integration into a liberal arts curriculum. We also present a model for how narrow identification of learning problems, threshold concepts, strategic design of game mechanics, and an engagement ethos can be used to support powerful, playful, high-impact learning for a range of learning outcomes and student participation.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

Game-based Learning Across the DisciplinesGameful Learning and the Syrian Conflict: Developing Global Learning Competencies in a Complex Conflict

Part of the Advances in Game-Based Learning Book Series
Editors: Aprea, Carmela; Ifenthaler, Dirk
Rosenblum, Jason; Guner, Selin; Wilson, Christie; Myhr, Mity
Game-based Learning Across the Disciplines — Aug 3, 2021
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45 pages

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References (65)

Publisher
Springer International Publishing
Copyright
© The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2021
ISBN
978-3-030-75141-8
Pages
141 –186
DOI
10.1007/978-3-030-75142-5_7
Publisher site
See Chapter on Publisher Site

Abstract

[Between 2014 and 2016, the Syria Simulation was delivered as an in-person, tabletop role-playing game to over 700 students at a liberal arts university in Texas. This low-fidelity, 3-h simulation was designed to address global learning programs and course outcomes by asking students to analyze events from multiple geopolitical perspectives while role-playing key actors and organizations in the Syria conflict. Game design was grounded in high-impact curriculum design and instructional design practice while employing game design mechanics to target twenty-first-century competencies and enhance student engagement. A diverse faculty team used a gameful, experiential strategy to challenge students to tackle the complex problem of achieving peace in the Middle East. This gameful approach to learning immersed students within an authentic, experiential setting, challenged their decision-making, and provided opportunities for reflection. Role-play enabled students to play conflict actors and supported cooperative learning goals while shaping student perspectives on the conflict. In this chapter, we discuss the Syria Simulation project through these theoretical lenses and describe the ways in which the game’s design reflects an experiential system of rules, play, and culturally responsive design. We will also describe the game’s design and development process, and its impact on student engagement, and we will explain its integration into a liberal arts curriculum. We also present a model for how narrow identification of learning problems, threshold concepts, strategic design of game mechanics, and an engagement ethos can be used to support powerful, playful, high-impact learning for a range of learning outcomes and student participation.]

Published: Aug 3, 2021

Keywords: International conflict; Gameful learning; Syria; Role-play; Game mechanics

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