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Gamified Learning: a Rationale for Ludo-pedagogy and Gamified Classrooms

Wareham Morris, Katy and McGowan, Jack (2018) Gamified Learning: a Rationale for Ludo-pedagogy and Gamified Classrooms. Worcester Journal of Learning and Teaching, 12. pp. 23-31. ISSN 2024-8032

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Abstract

This paper examines the value of ludo-pedagogy and gamified teaching and learning in a contemporary context and introduces strategies that can be adopted to enable a gamified classroom. In particular, this paper outlines the framework for creating a workshop-style ‘escape room’ which foregrounds core elements of ludo-pedagogy and gamified classrooms and moves beyond documented cases that feature more simplistic methodologies. Gamified teaching and learning has been proven to help students achieve higher order learning outcomes and increase student self-perception, and the primary aims of this paper are to outline potential approaches and to encourage further development.

Item Type: Article
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The full-text can be accessed via the Official URL.
Worcester Journal of Learning and Teaching (WJLT) is an open-access, peer-reviewed journal published by the University of Worcester to disseminate academic articles, project reports and personal perspectives about Learning and Teaching written by staff associated with the University and its partners.

Uncontrolled Keywords: gamification, pedagogy, active learning, collaboration, creativity, escape rooms, Worcester Journal of Learning and Teaching
Subjects: L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: Academic Departments > Institute of Humanities and Creative Arts
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Copyright Info: Open Access
Depositing User: Katy Wareham Morris
Date Deposited: 24 Jul 2018 11:11
Last Modified: 01 Jan 2019 01:00
URI: https://eprints.worc.ac.uk/id/eprint/6956

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