Using a Story-Driven Board Game to Engage Students and Adults with Cultural Heritage

Autor/inn/en	Malegiannaki, Irini; Daradoumis, Thanasis; Retalis, Symeon
Titel	Using a Story-Driven Board Game to Engage Students and Adults with Cultural Heritage
Quelle	In: International Journal of Game-Based Learning, 11 (2021) 2, S.1-19, Artikel 1 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Malegiannaki, Irini) ORCID (Daradoumis, Thanasis)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2155-6849
Schlagwörter	Story Telling; Educational Games; Game Based Learning; Nonformal Education; Learner Engagement; Instructional Effectiveness; Adults; Adolescents; High School Students; Positive Attitudes; Cultural Background; Heritage Education; Historic Sites; Archaeology; Cooperative Learning; Competition; Design; Usability; Play; Foreign Countries; Greece (Athens) + Suchen Sie Ihr Suchwort? Educational game; Lernspiel; Non-formal education; Non formal education; Nichtformale Bildung; Unterrichtserfolg; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Historische Stätte; Archäologie; Kooperatives Lernen; Wettkampf; Spiel; Ausland
Abstract	Serious games are used in the field of cultural heritage as a means to transmit cultural knowledge and enable an experiential contact with cultural content. The authors' aim is to investigate whether a game design exploiting the less used combination of complex storytelling, endogenous cooperation, and competition has the potential to sufficiently convey cultural content. More specifically, through four game interventions, it was investigated how a story-driven board game functions with teenage and adult users alike. A mixed research methodology was followed in all game sessions and data were collected through observation, semi-structured group interviews, and short questionnaires. Findings confirmed the playability of the suggested design and the potential to amuse players while providing learning gains and engagement with cultural content. Nevertheless, further evaluation in formal and non-formal educational settings is essential to validate our conclusions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01