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Choosing and Using Digital Games in the Classroom pp 217–242Cite as

Designing Game-Based Pedagogy

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Part of the book series: Advances in Game-Based Learning ((AGBL))

Abstract

This chapter looks at game-based pedagogy from the design perspective. It begins by considering who our learners are and who digital natives really are. Then there is a second look at the teacher’s roles in DGP and what it means to enter the magic circle. Further, there is a look at the wicked problem of creating lessons that use games and create a rough hierarchy for learning interventions which we use to help us scope the lesson planning task. Finally, the chapter considers instructional design as it applies to DGBL and looks at how to leverage some ID models for our purposes.

“One of the most difficult tasks men can perform, however much others may despise it, is the invention of good games. And it cannot be done by men out of touch with their instinctive selves.”

Carl Gustav Jung

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Authors and Affiliations

  1. Mount Royal University, Calgary, AB, Canada

    Katrin Becker

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  1. Katrin Becker
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Becker, K. (2017). Designing Game-Based Pedagogy. In: Choosing and Using Digital Games in the Classroom. Advances in Game-Based Learning. Springer, Cham. https://doi.org/10.1007/978-3-319-12223-6_8

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  • DOI: https://doi.org/10.1007/978-3-319-12223-6_8

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-12222-9

  • Online ISBN: 978-3-319-12223-6

  • eBook Packages: EducationEducation (R0)

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