Applying an Experiential Learning Model to the Teaching of Gateway Strategy Board Games

Autor/inn/en	Sato, Aiko; de Haan, Jonathan
Titel	Applying an Experiential Learning Model to the Teaching of Gateway Strategy Board Games
Quelle	In: International Journal of Instruction, 9 (2016) 1, S.3-16 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Foreign Countries; Experiential Learning; Educational Games; High School Students; College Students; Teaching Methods; Instructional Effectiveness; Models; Learner Engagement; Educational Benefits; Outcomes of Education; Questionnaires; Self Evaluation (Individuals); Skill Development; Student Attitudes; Cognitive Processes; Difficulty Level; Japan + Suchen Sie Ihr Suchwort? Ausland; Experiental learning; Erfahrungsorientiertes Lernen; Educational game; Lernspiel; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Collegestudent; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Analogiemodell; Bildungsertrag; Lernleistung; Schulerfolg; Fragebogen; Kompetenzentwicklung; Qualifikationsentwicklung; Schülerverhalten; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad
Abstract	The board game hobby has rapidly grown and evolved in recent years, but most of the non-digital games lack tips and tutorials and remain difficult to learn and teach effectively. In this project, we integrated a popular hobbyist approach to teaching modern strategy games with classical experiential learning elements (i.e., demonstration, observation, reflection, discussion and repeated experiences). We tested our model by teaching two modern board games to Japanese high school and university students. Questionnaires, gameplay data, self-ratings and discussions showed improved understanding and enjoyment, more strategic play and more interest in modern board games over the course of the instructional sequence. The model's repetition (the participants played each game three times) was rated the most useful in terms of learning the games. Overall, the integrated model was largely successful in teaching strategy board games to new players, and we offer several recommendations for teachers, designers and researchers of board games. (As Provided).
Anmerkungen	International Journal of Instruction. Usak University, College of Education, Ankara Izmir Yolu, 1 Eylul Kampusu, Usak, 64200, Turkey. Tel: +90-5357355455; e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01