EscapED: Adapting Live-Action, Interactive Games to Support Higher Education Teaching and Learning Practices

Samantha Clarke, Sylvester Arnab, Helen Keegan, Luca Morini, Oliver Wood

Research output: Chapter in Book/Report/Conference proceedingConference proceeding

3 Citations (Scopus)

Abstract

Game-based learning (GBL) is often found to be technically driven and more often than not, serious games for instance, are conceptualised and designed solely for digital platforms and state of the art technologies. To encourage a greater discussion on the potential benefits and challenges of a more holistic approach to developing GBL, that promote human centred interactions and play for learning, the authors present the Game Changers initiative. The Game Changers initiative is discussed and focus is drawn to one of its programmes titled; escapED, for developing non-digital GBL approaches within the context of Science, Technology, Engineering and Mathematics combined with Arts (STEAM) education. EscapED, aids the design and creation of educational Escape Rooms and Interactive Gaming Experiences for staff and students in further/higher education settings. The authors present the escapED theoretical framework as a tool to aid future design and development of on-site interactive experiences, in order to provide engaging alternatives for learning and soft skills development amongst higher education staff and students.
Original languageEnglish
Title of host publicationGames and Learning Alliance
Subtitle of host publication5th International Conference, GALA 2016, Utrecht, The Netherlands, December 5–7, 2016, Proceedings
EditorsRosa Bottino, Johan Jeuring, Remco C. Veltkamp
Place of PublicationSwitzerland
PublisherSpringer
Pages144-153
Volume10056
ISBN (Print)978-3-319-50182-6, 978-3-319-50181-9
DOIs
Publication statusPublished - 23 Nov 2016
Event5th International Conference, GALA 2016 - Utrecht, Netherlands
Duration: 5 Dec 20167 Dec 2016

Publication series

NameLecture Notes in Computer Science
PublisherSpringer
Volume10056
ISSN (Print)0302-9743
ISSN (Electronic)1611-3349

Conference

Conference5th International Conference, GALA 2016
CountryNetherlands
CityUtrecht
Period5/12/167/12/16

Fingerprint

Teaching
learning
education
staff
art education
holistic approach
experience
student
mathematics
engineering
interaction
science

Bibliographical note

The full text is not available on the repository.

Cite this

Clarke, S., Arnab, S., Keegan, H., Morini, L., & Wood, O. (2016). EscapED: Adapting Live-Action, Interactive Games to Support Higher Education Teaching and Learning Practices. In R. Bottino, J. Jeuring, & R. C. Veltkamp (Eds.), Games and Learning Alliance: 5th International Conference, GALA 2016, Utrecht, The Netherlands, December 5–7, 2016, Proceedings (Vol. 10056, pp. 144-153). (Lecture Notes in Computer Science; Vol. 10056). Switzerland: Springer. https://doi.org/10.1007/978-3-319-50182-6_13

EscapED: Adapting Live-Action, Interactive Games to Support Higher Education Teaching and Learning Practices. / Clarke, Samantha; Arnab, Sylvester; Keegan, Helen; Morini, Luca; Wood, Oliver.

Games and Learning Alliance: 5th International Conference, GALA 2016, Utrecht, The Netherlands, December 5–7, 2016, Proceedings. ed. / Rosa Bottino; Johan Jeuring; Remco C. Veltkamp. Vol. 10056 Switzerland : Springer, 2016. p. 144-153 (Lecture Notes in Computer Science; Vol. 10056).

Research output: Chapter in Book/Report/Conference proceedingConference proceeding

Clarke, S, Arnab, S, Keegan, H, Morini, L & Wood, O 2016, EscapED: Adapting Live-Action, Interactive Games to Support Higher Education Teaching and Learning Practices. in R Bottino, J Jeuring & RC Veltkamp (eds), Games and Learning Alliance: 5th International Conference, GALA 2016, Utrecht, The Netherlands, December 5–7, 2016, Proceedings. vol. 10056, Lecture Notes in Computer Science, vol. 10056, Springer, Switzerland, pp. 144-153, 5th International Conference, GALA 2016, Utrecht, Netherlands, 5/12/16. https://doi.org/10.1007/978-3-319-50182-6_13
Clarke S, Arnab S, Keegan H, Morini L, Wood O. EscapED: Adapting Live-Action, Interactive Games to Support Higher Education Teaching and Learning Practices. In Bottino R, Jeuring J, Veltkamp RC, editors, Games and Learning Alliance: 5th International Conference, GALA 2016, Utrecht, The Netherlands, December 5–7, 2016, Proceedings. Vol. 10056. Switzerland: Springer. 2016. p. 144-153. (Lecture Notes in Computer Science). https://doi.org/10.1007/978-3-319-50182-6_13
Clarke, Samantha ; Arnab, Sylvester ; Keegan, Helen ; Morini, Luca ; Wood, Oliver. / EscapED: Adapting Live-Action, Interactive Games to Support Higher Education Teaching and Learning Practices. Games and Learning Alliance: 5th International Conference, GALA 2016, Utrecht, The Netherlands, December 5–7, 2016, Proceedings. editor / Rosa Bottino ; Johan Jeuring ; Remco C. Veltkamp. Vol. 10056 Switzerland : Springer, 2016. pp. 144-153 (Lecture Notes in Computer Science).
@inproceedings{c48ba23c2c914cacae87c590f17edde5,
title = "EscapED: Adapting Live-Action, Interactive Games to Support Higher Education Teaching and Learning Practices",
abstract = "Game-based learning (GBL) is often found to be technically driven and more often than not, serious games for instance, are conceptualised and designed solely for digital platforms and state of the art technologies. To encourage a greater discussion on the potential benefits and challenges of a more holistic approach to developing GBL, that promote human centred interactions and play for learning, the authors present the Game Changers initiative. The Game Changers initiative is discussed and focus is drawn to one of its programmes titled; escapED, for developing non-digital GBL approaches within the context of Science, Technology, Engineering and Mathematics combined with Arts (STEAM) education. EscapED, aids the design and creation of educational Escape Rooms and Interactive Gaming Experiences for staff and students in further/higher education settings. The authors present the escapED theoretical framework as a tool to aid future design and development of on-site interactive experiences, in order to provide engaging alternatives for learning and soft skills development amongst higher education staff and students.",
author = "Samantha Clarke and Sylvester Arnab and Helen Keegan and Luca Morini and Oliver Wood",
note = "The full text is not available on the repository.",
year = "2016",
month = "11",
day = "23",
doi = "10.1007/978-3-319-50182-6_13",
language = "English",
isbn = "978-3-319-50182-6",
volume = "10056",
series = "Lecture Notes in Computer Science",
publisher = "Springer",
pages = "144--153",
editor = "Rosa Bottino and Johan Jeuring and Veltkamp, {Remco C.}",
booktitle = "Games and Learning Alliance",

}

TY - GEN

T1 - EscapED: Adapting Live-Action, Interactive Games to Support Higher Education Teaching and Learning Practices

AU - Clarke, Samantha

AU - Arnab, Sylvester

AU - Keegan, Helen

AU - Morini, Luca

AU - Wood, Oliver

N1 - The full text is not available on the repository.

PY - 2016/11/23

Y1 - 2016/11/23

N2 - Game-based learning (GBL) is often found to be technically driven and more often than not, serious games for instance, are conceptualised and designed solely for digital platforms and state of the art technologies. To encourage a greater discussion on the potential benefits and challenges of a more holistic approach to developing GBL, that promote human centred interactions and play for learning, the authors present the Game Changers initiative. The Game Changers initiative is discussed and focus is drawn to one of its programmes titled; escapED, for developing non-digital GBL approaches within the context of Science, Technology, Engineering and Mathematics combined with Arts (STEAM) education. EscapED, aids the design and creation of educational Escape Rooms and Interactive Gaming Experiences for staff and students in further/higher education settings. The authors present the escapED theoretical framework as a tool to aid future design and development of on-site interactive experiences, in order to provide engaging alternatives for learning and soft skills development amongst higher education staff and students.

AB - Game-based learning (GBL) is often found to be technically driven and more often than not, serious games for instance, are conceptualised and designed solely for digital platforms and state of the art technologies. To encourage a greater discussion on the potential benefits and challenges of a more holistic approach to developing GBL, that promote human centred interactions and play for learning, the authors present the Game Changers initiative. The Game Changers initiative is discussed and focus is drawn to one of its programmes titled; escapED, for developing non-digital GBL approaches within the context of Science, Technology, Engineering and Mathematics combined with Arts (STEAM) education. EscapED, aids the design and creation of educational Escape Rooms and Interactive Gaming Experiences for staff and students in further/higher education settings. The authors present the escapED theoretical framework as a tool to aid future design and development of on-site interactive experiences, in order to provide engaging alternatives for learning and soft skills development amongst higher education staff and students.

U2 - 10.1007/978-3-319-50182-6_13

DO - 10.1007/978-3-319-50182-6_13

M3 - Conference proceeding

SN - 978-3-319-50182-6

SN - 978-3-319-50181-9

VL - 10056

T3 - Lecture Notes in Computer Science

SP - 144

EP - 153

BT - Games and Learning Alliance

A2 - Bottino, Rosa

A2 - Jeuring, Johan

A2 - Veltkamp, Remco C.

PB - Springer

CY - Switzerland

ER -