Integrating learning games in higher education – From technical to organisational obstacles

As technological developments has helped getting rid of some the technological obstacles to integrating educational simulations, learning games and game-based activities in higher education, the organisational obstacles to bringing in such games have become more evident. To facilitate integration, it must take into account the integration with curriculum and other syllabi activities, and also the integration with organisational circumstances, such as evaluation and assessment efforts. In addition, the supply of games should also take into account the conditions of teaching in higher education and seek to provide both means for overcoming structural hindrances to using the game, as well as provide university professors with the training necessary for running the game themselves.
These challenges constitute both the development of a game that complies with current curriculum, a didactic frame for using such games in conjunction to other syllabi activities, establishing both an organisational supply and demand that takes into account the special conditions of teaching in higher education, and a business model, which both facilitates the previous and makes the effort worthwhile to the supplier. In addition, the institution must take steps to facilitate the adoption of game-based teaching among university professors

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