The article contextualises the adoption, use and design of Serious Games in educational contexts, problematising some common sense arguments about their deployment, and articulating some general issues with the instrumental use of games. As an alternative, the article outlines a paradigm for the conceptualisation of and co-design of Serious Games, grounded in acknowledging the tensions and opportunities inherent to the linked but distinct dimensions of play (social/cultural) and game (formal/systemic), emphasising the value of promoting the autonomy of learner through their direct involvement in the creation of playful activities and artefacts.
|Translated title of the contribution||Taking Play Back: the co-design perspective against the hegemony of closed systems in educational games|
|Journal||Nuova Secondaria Ricerca|
|Publication status||Accepted/In press - 2022|