Publication

Fun in the formative phase to scaffold success in the summative phase: Collaboration between Academics and Learning Technologists to build engaging, fun and authentic practice opportunities

Milne, Laura
; 
Welsh, Katharine
; 
Hind, Rich
Advisors
Editors
Other Contributors
Affiliation
University of Chester
EPub Date
Publication Date
2025-03-27
Submitted Date
Collections
Education
Show all metadata
Files
Article - AAM
Unknown, 626.1 KB
Other Titles
Abstract
In the serious space of higher education (HE), there is pressure to ensure that students are engaged and learning; while formerly, this may have been seen as a compulsorily serious business, increasing attention is being paid to how much students enjoy their studies, including as a means to enrich learning and improve outcomes (Whitton and Langan, 2019). This case study draws from the experience of three academics working with learning technologists to deliver game-based and simulation learning through technology. In each case, the work completed relied on a dynamic, collaborative and synergistic approach to learning and technology, with the learning technologist enabling enhanced opportunities for student engagement while reducing the time required from academics. The vignettes discussed are from a range of disciplines and include a Volcanic Hazard Simulation (Geography), a card game to generate practice case visitor scenarios (Social Work), and a board game to emulate stadium policing on a match day (Policing). This work explores how game-based learning provided enhanced engagement, integrated employability skills, authentic opportunities (QAA, 2024) to practice these core skills, and inspire a state of “flow” (Csikszentmihalyi, 2008) in students encountering their learning activities. It focuses on the collaborative approach between the learning technologists and academics to develop and deliver immersive learning activities, with fun being a motivator for all parties (staff included). Students can bridge the gap between theory, knowledge and competency, and build their confidence in a way that makes them keen to return for more.
Citation
Milne, L., Welsh, K., & Hind, R. (2025). Fun in the formative phase to scaffold success in the summative phase: Collaboration between Academics and Learning Technologists to build engaging, fun and authentic practice opportunities. Journal of Learning Development in Higher Education, (35). https://doi.org/10.47408/jldhe.vi35.1323
Publisher
Association for Learning Development in Higher Education
Journal
Journal of Learning Development in Higher Education
Research Unit
URI
http://hdl.handle.net/10034/629267
DOI
10.47408/jldhe.vi35.1323
PubMed ID
PubMed Central ID
Type
Article
Language
Description
Series/Report no.
ISSN
1759-667X
EISSN
1759-667X
ISBN
ISMN
Gov't Doc
Test Link
Sponsors
N/A
Additional Links
https://journal.aldinhe.ac.uk/index.php/jldhe/article/view/1323