Non-digital game-based learning in higher education: A teacher's perspective

Nitin Naik*

*Corresponding author for this work

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

Abstract

Game-based learning (GBL) is a new educational paradigm. Digital game-based learning (DGBL) is a well established teaching pedagogy in higher education; commonly referred to as a GBL. However, there are many non-digital educational games available which do not require any technological assistance. Non-digital game-based learning (NDGBL) has also many advantages over digital game-based learning in education. Nonetheless, the teacher is the most important part of successful implementation of any DGBL or NDGBL approach. Teachers' perceptions are crucial towards this type of innovative learning because teachers are a bridge between students and games. Many studies were conducted that presents teachers' perceptions on the more popular form of GBL, DGBL approach. There are very few studies presenting teachers' perceptions on NDGBL. Therefore, in this paper, I present teachers' perceptions on my proposed NDGBL approach. This paper provides a critical analysis of teachers' feedback who played non-digital mathematical games to test the effectiveness of my proposed NDGBL for adults in higher education.

Original languageEnglish
Title of host publicationProceedings of the 9th European Conference on Games Based Learning, ECGBL 2015
EditorsLine Kolas, Robin Munkvold
PublisherDECHEMA
Pages402-407
Number of pages6
ISBN (Electronic)9781910810583
Publication statusPublished - 2015

Publication series

NameProceedings of the European Conference on Games-based Learning
Volume2015-January
ISSN (Print)2049-0992

Bibliographical note

Copyright:
Copyright 2016 Elsevier B.V., All rights reserved.

Keywords

  • GBL
  • Higher education
  • Mathematics
  • Maths game
  • NDGBL
  • Non-digital game-based learning
  • Teacher's perspective

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