In addition to being a fundamental part of human culture, games are also important for social interaction, personal growth, and development. These premises have led to a growing body of research on game-based learning (GBL) as a pedagogical advance in both formal and informal education. Even though GBL has many potential benefits, some challenges need to be taken into account while developing and implementing GBL. In this context, the goal of this study is to accomplish two goals: (a) map the primary barriers encountered when applying GBL approaches in educational settings; and (b) provide an intervention diagram that links each kind of barrier with potential strategies to overcome it. To achieve these aims, a Systematic Literature Review (SLR) was carried out using the PRISMA criteria and methodology. This includes procedures for eligibility and screening that were based on inclusion criteria that were established with the goals of the research. The analysis of the articles obtained for the systematic review reveals four different types of barriers to more regular GBL implementations. These barriers include (1) behavioural and attitudinal barriers; (2) school policy barriers; (3) material and technology barriers; and (4) barriers related to game literacy. Based on these barriers, we propose certain methodological strategies that might help practitioners get beyond the identified barriers. The strategies include: (a) adopting a participatory-driven and co-creation approach; (b) carefully considering whether to use digital, analogue, or hybrid games; (c) using a range of educational actors in the process; and (d) pushing for GBL training in projects. It is possible to argue that attitudinal barriers are related to the other barriers that have been discussed. For example, material barriers affect teachers’ belief that there are currently not enough suitable educational games. Although policy makers’ attitudes can be examined as a part of the macro-level attitudinal barriers, the effectiveness of their measures in the daily educational context is influenced by a separate set of barriers, which will now be investigated. Assessment literacy in GBL refers to teachers’ beliefs about adopting games and how these affect students’ motivation and cognitive development and is similar to an attitudinal aspect. In line with this result, it can be stated the potential strategies are also interrelated. Co-creative processes can be enhanced by integrating a multi-stakeholder approach to GBL, where finalized entertainment works successfully reflect the experiences of all participants. This article corroborates, evaluates, and groups the intervention streams as the basis of a comprehensive program of intervention where existing scientific literature on studies of GBL interventions naturally suggests the solutions.

Information about the paper titled "AN ACCESSIBLE AND INCLUSIVE FUTURE FOR TABLETOP GAMES AND LEARNING: PARADIGMS AND APPROACHES" at IATED Digital Library

Games play a central role in human culture, as well as in interaction, interpersonal relationships, and overall development. Based on these premises, game-based learning (GBL) has been increasingly studied as a form of pedagogical innovation in formal and non-formal education. However, the implementation of these types of interventions in real educational settings has faced several barriers and constraints that reduce their possible impact. In this context, the present study aims to fulfil two aims: (a) mapping the main obstacles experienced in the implementation of GBL approaches in educational contexts; and (b) proposing an intervention diagram that matches each type of barrier with potential strategies to address it. Towards these aims, a Systematic Literature Review (SLR) was conducted, following the PRISMA methodology and guidelines. This included screening and eligibility processes based on inclusion criteria, which were defined considering the research's aims. Non-peer-reviewed research and studies aimed at other pedagogical approaches, such as gamification, were excluded to obtain a final sample of 11 studies and 1952 individuals, with an average of 195.20 participants per study (SD = 266.14). Through the analysis of the studies, a model of four types of barriers emerged: (1) attitudinal and behavioural barriers; (2) school policy barriers; (3) technological and material barriers; and (4) game literacy barriers. Through the critical evaluation of the barriers emerging from the analyzed empirical studies, we propose some potential methodological strategies that might support practitioners in overcoming them. This includes: (a) the implementation of a co-creation and participatory-driven methodology; (b) the appropriate selection of analogue, digital, or hybrid games; (c) the inclusion of the different educational stakeholders in the process; and (d) the promotion of GBL training within the projects.

This paper examines the methods and systems of game design from the standpoint of existing method proposals failing to establish a common basis for systematizing design knowledge, which this paper aims to help resolve. Game design has often been subsumed by game development and associated disciplines, and game design methodology has often been subsumed by game analysis. This paper reviews related work in defining game design as an autonomous research subject and then divides the methods and systems of game design into complementary methods and core methods, with only the latter, consisting chiefly of design patterns, attempting to systematize how game design knowledge is generated. Seminal game patterns have been descriptive rather than -prescriptive and so have failed to find the requisite practitioner adoption to fulfill their role as a living method. One recent pattern approach has sought to resolve this issue by promoting pattern usage generally over the adoption of a particular language. This paper outlines an alternate and possibly complementary approach of a novel, practical basis for game design literacy for helping core methods work as a basis for systematizing game design knowledge. The proposed basis sacrifices descriptiveness to prescriptiveness to shape methods in that direction.

Introduction.: Experts on vaccine hesitancy recommend tailoring interventions to local contexts, which presents an opportunity for game-based interventions to reflect local demographics and make them central to the experience of the game. Experimental game design is a research method that has already been used in educational games. Board games are relevant to the topic of vaccination, and present possibilities for game design of openness and flexibility. INFLUENZA was an experimental game design with the objectives of designing a vaccination-themed educational board game where: an aspect of local context was highly-relevant but also easily modifiable, means of emotional engagement were explored, and openness and flexibility in board game design were explored. Methods.: The experimental game design study consisted of finding design solutions for achieving the study objectives in a single game, by analyzing comparable games and using iteration and two stages of live testing with players. Results.: The game reflects national census data in a highly-relevant but also easily modifiable aspect of play (first objective). The game features aspects of personification to foster emotional engagement (second objective). The game is well-suited to changing the number of players, or allowing mediated play (third objective). Discussion.: INFLUENZA has achieved each of its study objectives from an experimental game design perspective. Relevant features of educational games are theme, mechanics, and their integration, and the design experimentation in INFLUENZA follows this trend. Future work is running comparative trials of features of INFLUENZA, as well as measuring the impact of different local adaptations of INFLUENZA.

We present a targeted curricular improvement on an interdisciplinary Videogames Bachelor of Arts, to be implemented in the 2022/23 academic year. The aim is to solve student adaptation issues with the program’s interdisciplinarity that were heightened by the COVID-19 pandemic.