LEADER 04196nam 22006975 450 001 9910983053303321 005 20250201115254.0 010 $a9783031785238 010 $a3031785231 024 7 $a10.1007/978-3-031-78523-8 035 $a(CKB)37447472400041 035 $a(MiAaPQ)EBC31897063 035 $a(Au-PeEL)EBL31897063 035 $a(OCoLC)1496396070 035 $a(DE-He213)978-3-031-78523-8 035 $a(EXLCZ)9937447472400041 100 $a20250201d2025 u| 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aTransformative Learning Through Play $eAnalogue Games as Vehicles for Educational Innovation /$fby Sara Rye, Micael Sousa, Carla Sousa 205 $a1st ed. 2025. 210 1$aCham :$cSpringer Nature Switzerland :$cImprint: Palgrave Macmillan,$d2025. 215 $a1 online resource (240 pages) 311 08$a9783031785221 311 08$a3031785223 327 $aChapter 1. Beyond Scholastic Disciplines: the Need for Complex Game-Based Learning in a Complex World -- Chapter 2. Introduction to Game-Based Learning -- Chapter 3. The Psychology of Analogue Game-Based Learning -- Chapter 4. Designing Effective Learning Games -- Chapter 5. Game Systems in Analogue Game-Based Learning -- Chapter 6. Introduction to Inclusivity in Analogue Game-Based Learning: Challenges and Strategies. 330 $aThis book explores analogue game-based learning in the context of the Anthropocene, addressing an urgent need for educational approaches beyond traditional scholastic boundaries. In the context of a complex world, the book emphasises the inadequacies of current educational methods and the potential of game-based learning to foster collective problem-solving skills. It then traces the historical roots of analogue and tangible games, highlighting their potential and challenges in alignment with several learning theories. The authors explore the psychology of analogue game-based learning, exploring its impact on cognition, motivation and, potentially, skill transfer to real life situations. They focus strongly on designing effective learning games, emphasising principles of game design, the TEGA initiative and common pitfalls to avoid. Ultimately, the book emphasises the importance of inclusivity in game-based learning, addressing barriers, intersectionality, and accessible design features both for commercial and educational games, and highlighting the ethical and pedagogical significance of fostering diverse and inclusive learning environments. The book will be of interest to researchers and students of education-related topics, particularly instructional design, pedagogical, and psychology, as well as enthusiasts from game studies and related practitioners. Sara Rye is Associate Professor of Project Management for Development at the University of Bradford, UK. Micael Sousa is a postdoctoral researcher in the Spatial Dynamics Lab, School of Architecture, Planning and Environmental Policy, University College Dublin, Ireland. Carla Sousa is a researcher and professor in Media Studies and Psychology at Lusófona University, Portugal. 606 $aEducation$xCurricula 606 $aMass media and education 606 $aGames 606 $aEducational psychology 606 $aTeaching 606 $aCurriculum Studies 606 $aMedia Education 606 $aGames Studies 606 $aEducational Psychology 606 $aPedagogy 615 0$aEducation$xCurricula. 615 0$aMass media and education. 615 0$aGames. 615 0$aEducational psychology. 615 0$aTeaching. 615 14$aCurriculum Studies. 615 24$aMedia Education. 615 24$aGames Studies. 615 24$aEducational Psychology. 615 24$aPedagogy. 676 $a371.337 700 $aRye$b Sara$01784473 701 $aSousa$b Micael$01784474 701 $aSousa$b Carla$01321173 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910983053303321 996 $aTransformative Learning Through Play$94316075 997 $aUNINA