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.
|Title of host publication||Proceedings of the 9th European Conference on Games Based Learning, ECGBL 2015|
|Editors||Line Kolas, Robin Munkvold|
|Number of pages||6|
|Publication status||Published - 2015|
|Name||Proceedings of the European Conference on Games-based Learning|
Copyright 2016 Elsevier B.V., All rights reserved.
- Higher education
- Maths game
- Non-digital game-based learning
- Teacher's perspective