No abstract

The Bologna process has led European universities to review quality assurance in Higher Education. Active learning, competency-based education as well as outcome-based teaching and learning have been encouraged as means to maintain quality assurance in Higher Education. The aims of this paper are (a) to introduce the context of European Higher Education quality assurance challenges and review existing initiatives in game design in Higher Education, and (b) analyze the game design process in the Game Based Learning course of the MSc SmartEdTech program through the prism of constructive alignment. The analysis of student deliverables, in the form of Game Design Documents, shows improvement on how students approach educational game design but also points out some aspects for improvement on the course structure. The study also considers opportunities and limits of game design for learning in Higher Education in the specific context of online education.

No abstract

No abstract

This paper presents a teaching experiment with preschoolers, considering games as means for presenting problem‐based situations and focusing on the development of game design in connection to problem posing skills. The study was conducted in a focus group of eighteen 5–6‐year‐old students who participated in game design sessions, compared to a control group of students of the same age, who did not participate in any game design interventions. An experimental design research methodology was applied, where their skills, both in game design and in problem posing, were examined by a pretest and posttest. The findings suggest that the development of game design skills with the support of appropriate organized teaching interventions can also have a positive impact on the development of problem posing skills.