Exploring a Narrative Game-based Learning Platform as a Vehicle for Inclusion

Research output: Contribution to book/anthology/report/conference proceedingConference abstract in proceedingResearchpeer-review

Abstract

There is a need for learning approaches that may facilitate inclusion in the classroom for learners that are challenged as for well as learners that are high functioning. Narrative is a way of anchoring and structuring a learning material in a context that is meaningful and provides a scaffolding for all types of learners irrespective of their capabilities or their challenges.

Within the framework of a research project in Denmark, learning designs were developed that incorporated the entire curriculum for grade 9-10 in a narrative, game-based framework and based on this, design models were developed on narrative game-based learning.

This design and the exemplary themes were provided to teachers in order for them, to develop their own learning designs in a municipal school, as part of a research intervention.

The schools both had around 30 % special needs students, that were given the opportunity to develop and experience new roles in the classroom that allowed for greater activity, joy of learning and learning experiences. This paper will report on aspects and implications of this type of narrarive game-based design for inclusion in the class-room.
keywords: narrative learning, game-based curriculum, inclusion.
Original languageEnglish
Title of host publicationINTED2015 Proceedings
PublisherInternational Association of Technology, Education and Development (IATED)
Publication date2015
Pages5193-5193
ISBN (Print)978-84-606-5763-7
Publication statusPublished - 2015
Event9th International Technology, Education and Development Conference - Madrid, Spain
Duration: 2 Mar 20154 Mar 2015

Conference

Conference9th International Technology, Education and Development Conference
CountrySpain
CityMadrid
Period02/03/201504/03/2015
SeriesINTED Proceedings

Fingerprint

electronic learning
inclusion
narrative
learning
curriculum
classroom
Denmark
school
experience
research project
school grade
teacher
student

Keywords

  • narrative learning
  • game-based curriculum
  • inclusuion

Cite this

Gjedde, L. (2015). Exploring a Narrative Game-based Learning Platform as a Vehicle for Inclusion. In INTED2015 Proceedings (pp. 5193-5193). International Association of Technology, Education and Development (IATED). INTED Proceedings
Gjedde, Lisa. / Exploring a Narrative Game-based Learning Platform as a Vehicle for Inclusion. INTED2015 Proceedings. International Association of Technology, Education and Development (IATED), 2015. pp. 5193-5193 (INTED Proceedings).
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Gjedde, L 2015, Exploring a Narrative Game-based Learning Platform as a Vehicle for Inclusion. in INTED2015 Proceedings. International Association of Technology, Education and Development (IATED), INTED Proceedings, pp. 5193-5193, 9th International Technology, Education and Development Conference, Madrid, Spain, 02/03/2015.

Exploring a Narrative Game-based Learning Platform as a Vehicle for Inclusion. / Gjedde, Lisa.

INTED2015 Proceedings. International Association of Technology, Education and Development (IATED), 2015. p. 5193-5193.

Research output: Contribution to book/anthology/report/conference proceedingConference abstract in proceedingResearchpeer-review

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AB - There is a need for learning approaches that may facilitate inclusion in the classroom for learners that are challenged as for well as learners that are high functioning. Narrative is a way of anchoring and structuring a learning material in a context that is meaningful and provides a scaffolding for all types of learners irrespective of their capabilities or their challenges. Within the framework of a research project in Denmark, learning designs were developed that incorporated the entire curriculum for grade 9-10 in a narrative, game-based framework and based on this, design models were developed on narrative game-based learning.This design and the exemplary themes were provided to teachers in order for them, to develop their own learning designs in a municipal school, as part of a research intervention.The schools both had around 30 % special needs students, that were given the opportunity to develop and experience new roles in the classroom that allowed for greater activity, joy of learning and learning experiences. This paper will report on aspects and implications of this type of narrarive game-based design for inclusion in the class-room.keywords: narrative learning, game-based curriculum, inclusion.

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Gjedde L. Exploring a Narrative Game-based Learning Platform as a Vehicle for Inclusion. In INTED2015 Proceedings. International Association of Technology, Education and Development (IATED). 2015. p. 5193-5193. (INTED Proceedings).