A Conflict Management Game in Project-based Learning

Abstract

In project-based learning environments, students often face team frustration and conflicts, necessitating the development of conflict management skills. This study examines how integrating a game-based learning approach impacts students' perspectives on managing conflicts in game development project courses. Drawing on theoretical frameworks related to project-based learning, conflict management, and serious games in conflict resolution education, a case design is employed in higher education that incorporates the game "Cards of Conflict". Document analysis of student reflection notes is utilised to assess the outcomes. The results demonstrate heightened engagement among participants during the game session, leading to awareness and understanding of conflict managing principles. This encompasses the what, the why´s, and the how’s of conflict management, as well as the diverse perspectives of peer students.

Improving Digital Game-based Learning Assessment to Acquire High-Order Thinking Skills Using Bloom’s Taxonomy

“…From a perspective of pedagogy, that means instructors concentrate mainly on what happened which forms the process of gameplay, while the learner's interest centers around winning (the outcome) In between the two it is critical to ensure reflection to help aid the player learner to understand the main purpose of the game combat as instructional teaching models. The question to be answered is "Can the game mechanic that promotes such learning be cataloged" [18]. This is because teachers do not only depend on 1 type of teaching but a combination of many [23], [24].…”