A framework for aGML : guidelines for analogue game-modification learning to lower barriers for games in education

Abstract

This dissertation shall investigate the relationship between games and learning, how games are generally used for educational purposes, and what hinders their wider adoption. Analogue game-modification learning (aGML), a particular method of modifying existing commercial, non-digital games for educational purposes, will be highlighted to offer potential solutions to these hindrances. Using games as learning or teaching tools, or in an otherwise related educational context, is by no means a novel idea. Much academic work, especially over the last two decades, has concerned itself with this topic. As our understanding of educational theory has increased, so has our knowledge of the effective use of games as integral parts of educational methods. However, with some exceptions, games still represent a rarely used learning tool within standard educational systems - particularly in post-primary education - and are often relegated to voluntary after-school programs, if available at all. This dissertation shall put forward a framework as a set of guidelines for efficiently implementing the analogue game-modification learning methodology to address barriers to entry by facilitating the integration of clearly defined learning assignments based on modifying commercially available board games and card games within educational settings. The modification of said games represents the main learning activity to be performed by the learners to reach educational goals set by relevant official curricula.