To what extent do board games facilitate deep learning in higher education?

Leinster, J. ORCID: 0000-0002-5103-9656, 2019. To what extent do board games facilitate deep learning in higher education? In: Society for Research into Higher Education (SRHE) International Research Conference, Celtic Manor, Newport, Wales, 11-13 December 2019. (Forthcoming)

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Abstract

This paper reports on a project currently being undertaken at Nottingham Trent University. Using board games in higher education is often seen as a strategy that can be easily merged into educational practice (Whitton and Moseley, 2014; Farber, 2015). Teaching staff hold different viewpoints on using games in their professional practice, but one common reason that is often cited is to develop critical thinking and facilitate deeper learning (Boller and Kapp, 2017). The journey from surface learning to deep learning is a complex space (Hattie and Donoghue, 2016); this landscape is undulating, rugged and lacking in landmarks, but can be navigated with the right support and signposts. To explore this space, our research question is: To what extent can a board game nudge students away from surface learning and move towards becoming deep learners? The project had two objectives, the first being to contribute to the understanding of how to move students from surface learners to deep learners. A second objective was to evaluate the creative connections learning tool as a visual ontology that supports students moving towards becoming deep learners.

Item Type: Conference contribution
Creators: Leinster, J.
Date: December 2019
Identifiers:
NumberType
1236909Other
Divisions: Schools > Nottingham Business School
Depositing User: Jonathan Gallacher
Date Added: 18 Nov 2019 14:31
Last Modified: 18 Nov 2019 14:31
URI: http://irep.ntu.ac.uk/id/eprint/38347

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