The Design of the RU EU? Game: A Game-Based Approach to Help Students’ Exploring of European Identity and Values

Boyle, Elizabeth; Baxter, Gavin; Jimoyiannis, Ahanassios; Leith, Murray Stewart; Sim, Duncan; Zwet, Arno Van Der; Scott, Graham G.; Terras, Melody; Tsiotakis, Panagiotis; Hummel, Hans; Hauge, Jannicke; Jandrić, Petar

doi:10.1007/978-3-030-20954-4_9

Cited by 2 publications

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“…The online game “ RUEU? ” was designed with the aim of creating an educational platform that will help higher education students across Europe to develop a firmer and clearer understanding, not only of their own national and European identities and values, but also those of others ( Boyle et al, 2019b ). Since European identity is a very sensitive topic, the game was not intended to make players “more European” but to encourage them to consider and reflect upon their views concerning national and European identity.…”

Section: Objective and Research Questionsmentioning

confidence: 99%

“…” (are you EU?) game ( Boyle et al, 2019b ) toward (a) supporting university students in understanding and thinking about their European identity and values and (b) increasing students’ awareness of the complexity of European identity and attitudes about European identity. The game was designed to help students to explore their perceptions about European identity, to develop a more detailed understanding of European identity and to promote critical thinking about their own views concerning European identity, the views of others, and the wider societal consequences.…”

Section: Introductionmentioning

confidence: 99%

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Exploring the Impact of the “RUEU?” Game on Greek Students’ Perceptions of and Attitudes to European Identity

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European identity is a complex, multi-faced and inherently imprecise concept relating to a range of socio-political and psychological factors. Addressing this topic in educational practice, particularly with respect to Higher Education students, constitutes a complex and open problem for research. This paper reports on an experimental study designed to explore the effectiveness of the educational game “RUEU?” in supporting university students in understanding the key socio-political issues regarding European identity. Quantitative data regarding Greek university students’ (N = 92) attitudes to European identity, before and after playing the game, were collected. Students’ performance of the game group (N = 46) was compared with that of a control group (N = 46) who explored the same issues about European identity through a tutor-guided discussion. The findings showed that both instructional interventions were effective but in different ways. The participants in the game-based group appeared more attached to the EU after the intervention and moved toward a more balanced description of their Greek and European identity. On the other hand, the students in the control group rated higher what “European identity” and being EU citizen means to them. The findings indicated the potential of game-based interventions to deliver not only academic content but also to promote students’ reflection and influence them at an attitudinal and emotional level.

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Section: Objective and Research Questionsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Exploring the Impact of the “RUEU?” Game on Greek Students’ Perceptions of and Attitudes to European Identity

et al. 2022

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The construction of gamer identity in narratives about video game playing and formal education learning experiences

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Bignell

2023

Research in Learning Technology

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This study investigates how video game play influences gamers' formal education through perceptions of their 'gamer' and 'learner' identities. Based on identity foundation in symbolic interactionism, we take gamer and learner identities as meaning structures with both dynamic and stable dimensions. The basis of this gamer identity perspective is identity has a crucial role in investigating learning. Applying a life history approach, we interviewed 10 participants in one-to-one interviews, with three interviews for each participant. Applying the narrative portrait, we analysed participant data. We found that gamer identity construction from video game playing, as a vital meaning structure, has four main aspects, namely in-game identification, social community expansion, restorative effect and meaning recognition, providing gamers with expansive ways to build learner and personal identity as that can benefit their formal education.

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The Design of the RU EU? Game: A Game-Based Approach to Help Students’ Exploring of European Identity and Values

Cited by 2 publications

References 19 publications

Exploring the Impact of the “RUEU?” Game on Greek Students’ Perceptions of and Attitudes to European Identity

Exploring the Impact of the “RUEU?” Game on Greek Students’ Perceptions of and Attitudes to European Identity

The construction of gamer identity in narratives about video game playing and formal education learning experiences

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