Students on board: designing a board game for 1000+ students

Authors

  • Sarah Leach London School of Economics and Political Science
  • Geraldine Foley London School of Economics and Political Science
  • Jose Javier Olivas Osuna London School of Economics and Political Science
  • Aggie Molnar London School of Economics and Political Science

DOI:

https://doi.org/10.21100/compass.v11i1.720

Keywords:

Game based learning, Higher Education, Board games, Strategy, Economics,

Abstract

This case study considers the impact of introducing game based learning into a large-scale, undergraduate, social sciences course.  As well as outlining the aims and pedagogy behind the game, we look at the results from the evaluation process and the lessons learnt to take into the future. Overall, feedback from students and staff indicates that the game was successful in engaging students, in developing transferable skills and providing new ways of understanding. However, the impact of the game on students' learning was partly dependent on subsequent activities and how much students had previously engaged with the course materials.

Author Biographies

Sarah Leach, London School of Economics and Political Science

Senior Learning Technologist, Learning Technology and Innovation, LSE.

Geraldine Foley, London School of Economics and Political Science

Assistant Learning Technologist, Learning Technology and Innovation, LSE.

Jose Javier Olivas Osuna, London School of Economics and Political Science

Guest Lecturer, teacher LSE100Associate to the Conflict and Civil Society Research Unit.

Aggie Molnar, London School of Economics and Political Science

Assistant Learning Technologist, Learning Technology and Innovation, LSE

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Published

04/24/2018

Issue

Vol. 11 No. 1 (2018): Compass: Journal of Learning and Teaching

Section

Case Studies

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