This document discusses the value of game-based learning in academic development programs. It describes a game called "Sell Your Bargains" that was used in a PGCAP program to get students collaborating, thinking creatively, and learning outside the classroom. The game involved three stages - selecting a concept, sharing ideas collaboratively, and testing solutions. Benefits included fun, learning through play, collaboration, and thinking differently. Challenges were the complexity, resources needed, and time. More facilitators, technology, and support were suggested to address challenges and expand game-based learning's use in academic programs.

1. Let’s play
the value of game-based learning in Academic Development
Chrissi Nerantzi & Craig Despard
University of Salford
16 November 12, 17th Annual SEDA Conference
You can
discover more
about a person
in an hour of
play than in a
year of
conversation..
http://www.flickr.com/photos/almarams/3902611177/

2. Intended learning outcomes
• Explore the benefits and challenges of game-
based learning within Academic Development
• Discuss the game-based learning approach used
within the LTHE module of the PGCAP
Programme
• Identify opportunities for game-based learning
within PgCert programmes and other Academic
Development activities

3. Let’s play the “Making Game” (20 min)
• Triads (or more
depending on
numbers)
• Get your
smartphones/tablets
out!
• Think outside-the-box
• Use the resources
bank!
• Play, create, share,
capture, reflect

4. Game instructions
Stage 1 (10min): Work in triads to come up with a creative intervention based on
the following scenario. Use the resource bank provided. Capture your idea using
a smartphone (feel free to use audio, video and still images).
As a facilitator: “I found the induction with a new class the hardest. Too much silence and students
find it hard to start talking to each other. I am usually asking them questions and encourage them
to talk to each other but nothing seems to work that well and I feel uncomfortable too. I end up
doing most of the talking and my students just sit there and listen... It doesn’t feel right and I
would love to find a way to create a fun induction that will enable the students to get to know
each other and feel more relaxed about the module. Any ideas?”
Stage 2 (10min): Share your creative intervention in 1min presentations and
award points for each idea. (Max points 3 for your favourite idea) The triad that
collects the most points is the winner of the game and will receive a prize
Delegates will be asked to record each other’s presentations using a smartphone.

5. Reflect
How did this feel? Share
your reflections and
observations on a post-
it note and swap with
other delegates.

6. “Sell your bargains”
an alternative reality game

7. alternative reality games in Higher
Education
“The rationale behind the use of alternative reality games is that the
use of problem-based, experiential and collaborative activities in
alternative reality games makes them ideally suited to teaching in
higher education; particularly as they enable players to become
involved in both playing and shaping the narrative as it emerges.”
(Whitton, 2010, 87)
Dr Nicola Whitton
Research Fellow, Education and Social Research
Institute, Manchester Metropolitan University
Blog: http://playthinklearn.net/
Twitter: @nicwhitton

8. “Sell your bargains” game
• Stage 1: Select – Threshold concept (authentic problem
(individual task)
• Stage 2: Share and discuss problem, Invest – creative
intervention (collaborative task)
• Stage 3: Surprise – test in practice, Case study (individual task
(public voting)

9. So, what happens?
http://rebeccajacksonpgcap.wordpress.com/sell-
your-bargains/
“It was so much fun I
think I forgot I was
learning, but then
maybe that was the
point!”
Video set http://www.youtube.com/playlist?list=PL344DE3772E336242

10. combo approach
BYOD
&
“no” tech

11. benefits
• fun and enjoyable experience
• learning through play (not experienced
before)
• playing with colleagues from other
disciplines
• partnering
• using different learning spaces
• freedom despite structure
• thinking outside-the-box
• experimenting with digital tools (own
devices and freely available online
platforms)
• reflect on own practice and think about
introducing game-based learning with
own students

12. Introducing game-based
learning in own practice:
“Although the chocolate
makes the game fun, I’m
hopeful that the game
environment will enhance
the learning experience by
encouraging students’
creativity.
Instead of me showing
them slides with lists of
news values and endless
examples, they’re going to
have to find their own way
through that complex
concept through playing the
game. “
PGCAP student

13. challenges
• Complexity of the game
• One game organiser
• Available digital
technologies
• Physical location to
showcase ideas
• Uploading video clips
• Time required to fully
engage in all 3 Stages
• Open voting

14. • More facilitators (1 per
10 players) possible solutions
• Tablets for the game
• Support (initial staff
development)
• Scaffolding Stage 3
(case study template)
and link to assessment
• Further dissemination
(institutional repository,
CPD session,
publications)
• Use further channels to
promote the game and
play with other groups
beyond the PGCAP
• seeks sponsors

15. Horizon Report Higher Ed 2012
2012 “Game-based learning has grown in recent years as
research continues to demonstrate its effectiveness for learning.
Games for education span the range from single-player or small-
group card and board games all the way to massively multiplayer
online games and alternate reality games. Those at the first end
of the spectrum are easy to integrate into the curriculum, and
have long been an option in many higher education institutions;
but the greatest potential of games for learning lies in their ability
to foster collaboration and engage students deeply in the process
of learning. Once educational gaming providers can match the
volume and quality of their consumer-driven counterparts,
games will garner more attention.”
Horizon Report 2012, Game-Based Learning (Adoption 2-3 years)

16. Discussion
How can games be used
more (effectively)
within Academic
Development provision
including PGCAP and
similar accredited
programmes?

17. References
Gauntlett, D (2011) Making is connecting. The social meaning of creativity, from
DIY and knitting to YouTube and Web 2.0, Cambridge: Polity Press.
Nerantzi, C (in print) “Sell your bargains” Playing a mixed-reality game with
academics to spice-up teaching in HE, Cases on Digital Game-Based Learning:
Methods, Models and Strategies, to be published by IGI Global (http://www.igi-
global.com) in 2012.
NMC Horizon Report (2012) Higher Education Edition, available at
http://www.nmc.org/pdf/2012-horizon-report-HE.pdf
Whitton, N (2010) Learning with Digital Games. A Practical Guide to Engaging
Students in Higher Education, open and flexible learning series, Oxon: Routledge.

18. Chrissi Nerantzi Craig Despard
c.nerantzi@salford.ac.uk c.despard@salford.ac.uk
@chrissinerantzi @despard1974