The use of visualisations and video productions in online game-based learning

The paper investigates how the use of visualisations and video productions combined with peer-feedback sessions can create exploratory approaches to game design in online teaching. Thus, the paper aims to provide insights into the
iterative learning processes of developing games in online game based learning. The empirical data is based on an explorative case study where master students from the international Nordic Visual Studies and Art Education (NoVA) design games as a part of an online game-based learning course. Throughout the course the students were situated at three different universities in Finland, Sweden and Denmark, collaborating cross-cultural across campuses. The purpose of the study was to explore how to establish an online space for joint design inquiry in the context of games for changes across cultural and professional barriers. The data used for analysis is teaching observations, videos of play sessions, students’ reflection papers, written and oral evaluation with participants after completion of the course. The analysis is based on different PBL activities; lectures, video tutorials, presentation- and feedback sessions, reflexive exercises and students’ self-directed design processes and learning in groups. Game theory and exercises were presented through videos and visuals to support the students’ iterative processes of developing games. Analysis of the PBL activities show how teachers’ video tutorials relating theoretical game concepts to the students’ group work supported their entrance in the game field as well as their design processes. How to balance feedback-related video tutorials and teachers’ time for preparation is identified as a relevant issue for further exploration in online game-based teaching. Findings show how the students’ visualisations and video productions
exemplifying game situations, created a visible reference point for further discussions in the feedback sessions across campuses, which guided the game development. Thus, the combination of inquiry approaches, critical game theory and design processes combined with students’ visualisations and video productions indicates interesting connections for bridging gaps between professions, e.g. in art and games.