This project investigated the actual and potential role of games to support ‘transformative learning opportunities’ for diverse learners in New Zealand schools.
The project foregrounds the experiences of New Zealand teachers and learners as game players, game selectors, or game makers. It aims to understand:
- how users and players think about games in relation to learning
- what personal and pedagogical choices they make when games are used in learning environments
- what happens in the learning environment when games are part of the picture.
This data is woven together with theory from the growing international literature on games for learning to provide a critical perspective on possible directions for games to support New Zealand learners to develop their potential.
To what extent can games and gaming enable learners to develop their potential as expressed in the vision and intentions of The New Zealand Curriculum?
- What does the New Zealand and international literature suggest about the potential for games to support meaningful and transformative learning for diverse students?
- How are New Zealand learners and teachers using games for learning?
- To what extent do NZ teachers' and learners' experiences with games in New Zealand align with international theory and trends?
- To what extent do current and emerging practices with games for learning in NZ realise the educational potential claimed by "games and learning" theorists?
The project looks at digital and non-digital games
The project's initial focus was digital games, including simulations, and game-building platforms and environments. We’ve also looked at how non-digital games are used, adapted, or created by learners and teachers.
What do we mean by "transformative learning opportunities"?
We use the term ‘transformative’ to encompass dimensions of learning that are evident in The NZ Curriculum. We’re interested in how games can deepen and enrich students’ engagement with learning in and across the various learning areas of the curriculum.
A related interest is whether and how games might transform students' opportunities to learn in schools. What changes might evolve in classroom curriculum and pedagogy as teachers think about, and experiment with, the use of games for learning?
Head to our Games for Learning website for news about conferences and workshops, links to video resources, and more.
Rachel Bolstad, Sue McDowall, Elliot Lawes