Learning by design: constructing knowledge through design enquiry around educational game development

DIAMOND, S., MIDDLETON, A. and MATHER, R. (2009). Learning by design: constructing knowledge through design enquiry around educational game development. In: LEVY, P. and MCKINNEY, P., (eds.) Proceedings of the 3rd Learning through enquiry alliance conference, 25-27 June 2008. Sheffield, Centre for Inquiry-based Learning in the Arts and Social Sciences (CILASS): University of Sheffield, 48-59.

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This paper explores the links between creativity, design, and enquiry-based learning (EBL) and considers the opportunity that a design-based learning (DBL) approach can offer students. Design-based subjects may embody approaches to knowledge and skills which differ from scientific objectivity and the subjectivity of the humanities. Creativity is becoming a key employability skill for students. This paper proposes a definition for DBL that will help academics in considering how they can develop DBL pedagogy. The paper is based on direct experience from a design-based, cross-faculty curriculum project involving undergraduate students, in which they produced prototype educational games for academic clients from other subject areas. Qualitative interviews captured the experience of participating students, tutors and clients. The evaluation indicated that authentic design-based learning approaches could have strong benefits and wider applicability. The discussion explores the characteristics of DBL, considers questions of value, flexibility and applicability to non design-based subjects.

Item Type: Book Section
Research Institute, Centre or Group - Does NOT include content added after October 2018: Learning and Teaching Institute
Page Range: 48-59
Depositing User: Users 4 not found.
Date Deposited: 21 Apr 2010 16:13
Last Modified: 19 Mar 2021 01:01
URI: https://shura.shu.ac.uk/id/eprint/1715

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