Catastrophic co-production: A student-staff partnership for developing an educational game

Auteurs-es

  • Nicholas Glover University of York
  • Kerry J. Knox University of York
  • Ben Kirman University of York
  • Matthew Topham University of York
  • Katylily Westbury-Hawkins University of York
  • Penelope Holland University of York

DOI :

https://doi.org/10.15173/ijsap.v4i2.4120

Mots-clés :

higher education, game-based learning

Résumé

We describe the production of an educational game (Catastrophic) for supporting biology learning in higher education (HE) that was developed through a partnership between students and academic staff. We consider the ways in which the development project intersects with the use of game-based learning in HE and with Students as Partners (SaP) practice. We describe the rationale for the project, discussing the use of games in the context of a shift from surface to deep learning during the transition to HE. We then reflect upon the development process and the resulting game, drawing on student and staff perspectives gathered using interviews. Finally, we make recommendations for others embarking on student-staff partnerships for the co-creation of teaching and learning tools.

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Publié-e

2020-10-29

Comment citer

Glover, N., Knox, K. J., Kirman, B., Topham, M., Westbury-Hawkins, K., & Holland, P. (2020). Catastrophic co-production: A student-staff partnership for developing an educational game. International Journal for Students as Partners, 4(2), 122–131. https://doi.org/10.15173/ijsap.v4i2.4120

Numéro

Vol. 4 No. 2 (2020)

Rubrique

Case Studies

Licence

(c) Tous droits réservés Nicholas Glover, Kerry Knox, Ben Kirman, Matthew Topham, Katilly Westbury-Hawkins, Pen Holland 2020

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