Playing and Reflecting Games: The Production of Gamified Learning Artefacts in Teacher Education

Abstract

At the University, students played and reflected on different games within a digital course conducted by the teaching study program. In one session students chose and played different games. Guided by questions, they discussed and reflected in groups the potential of games for their own future teaching. Their new found experience was critical for the production of a gamified learning artefact in moodle. The self-evaluation showed that the participants were able to utilize their new set of skills and develop, implement and improve a learning artefact over a self-chosen topic. The following paper describes the didactical approach. We share the results of the students perspectives and learning outcomes towards game based dialogue. Students consider gamification and games as useful for different aspects of teaching.