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Staff perspectives about gamefully designing Charles Darwin University

Boyle, Alicia, Lockley, Alison and Funk, Johanna (2014). Staff perspectives about gamefully designing Charles Darwin University. In: AVETRA 17th Annual Conference, Surfers Paradise,QLD, 22-24 April 2014.

Document type: Conference Paper
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IRMA ID 84373604xPUB66
Author Boyle, Alicia
Lockley, Alison
Funk, Johanna
Title Staff perspectives about gamefully designing Charles Darwin University
Conference Name AVETRA 17th Annual Conference
Conference Location Surfers Paradise,QLD
Conference Dates 22-24 April 2014
Conference Publication Title AVETRA 17th Annual Conference Proceedings: "Informing Changes in VET Policy and Practice: The Central Role of Research"
Place of Publication Australia
Publisher Australian Vocational Education and Training Research Association (AVETRA)
Publication Year 2014
ISBN 9780980527537   (check CDU catalogue open catalogue search in new window)
Total Pages 10
HERDC Category E1 - Conference Publication (DIISR)
Abstract This paper reports on the initial outcomes of the ‘Game On: Exploring Innovative Pedagogies: Using Game Design to Enhance Online Learning Symposium’ (Game On Symposium) hosted by Charles Darwin University (CDU) in September 2013. Strategic and effective implementation of game design principles potentially provides CDU with an opportunity to exploit its strengths as a multi-sector institution delivering programs in multiple locations via a range of modalities, pedagogies and technologies that will increase engagement, progression and retention of its students. Whilst games have been acknowledged as effective learning tools (Johnson et al., 2013), there is further need to consider their application and implementation in VET and HE institutions. Whitton (2012), identified that digital games have the potential to support learning in a variety of contexts. However, whilst many institutions have adopted game-based learning strategies, there is a dearth of evidence of moving from small scale pilots to systemic implementation.

A mixed methods approach was used to obtain data about attendees pre and post-attendance knowledge of games/gamification and game-like learning and their potential application for teaching and learning at CDU. Quantitative data was collected using anonymous online surveys whilst qualitative data was collated from hand-written ‘Post-it’ notes and un/de-identified participant observation/conversation notes. Survey results demonstrated support for a range of initiatives including ; the use of simulations, the inclusion of missions and quests for learning and/or assessment, the development of professional development courses for staff, the creation of a Community of Practice and the offering of innovation grants for the development of games and/or the ga-
mification of units or courses.

This paper presents findings from the Game On Symposium and considers their implications for developing institution-wide stra tegies for gamefully designing CDU.
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