No Walk in the Park: Using Games to Explore Critical Issues in a PBL (Project-Based Learning) Classroom

• In Event: AERA Roundtable Session Saturday 8:00 am Four Seasons Ballroom 2-3
  In Roundtable Session: Enhancing Motivation, Engagement, and Other Learning Outcomes in Problem-Based and Project-Based Learning (Table 5)

Abstract

This paper poses two tabletop games, Parks and Trekking, as pedagogical tools for intersecting non-traditional learning techniques with interactive and critical thinking gameplay. Parks and Trekking offer unique opportunities for instructors to engage with students regarding environmental and social justice topics; however, the nature of these games rely on instructor scaffolding and implementation. This paper presents data of classes from two middle school teachers that include a combination of observations, focus groups, and discourse analysis. Games like Parks and Trekking have the potential to initiate conversations and learning around issues of environmental and social justice, and this study serves as a framework for ideas on how to incorporate games in educational environments in a way that can foster deeper learning.

Authors

• Emily E. Virtue, Western Carolina University

• Drew Virtue, Western Carolina University