Abstract
This paper sits at the intersection of game-based learning, literacies, and the Learning by Design (LbyD) framework. It traces how LbyD has transformed my language and literacy teaching with games in higher education and beyond, and how it supports students’ “future readiness” as designers, researchers, and multiliterate users of English. I ask: How can Learning by Design reframe the role of games in language education, beyond vocabulary drills and one-off activities? How does an LbyD-informed approach reshape (a) what counts as learning, (b) who participates and how, and (c) the kinds of open resources teachers can share? I first outline my practitioner-researcher understanding of LbyD (the what, who, why, how, and where of knowledge processes). I then present five examples of teaching with games: an extensive extracurricular project, two intact university classes, a project with children, and recent simplifications of materials and mediation. Across these, I draw on mixed-methods evidence: language and literacy tests, student diaries, game transcripts, concept maps, self-evaluations, and student research reports. Across cases, LbyD helped me move from “using games to teach language” to co-designing learning by and with students: they played, analysed, redesigned, and re-applied games in their own communities. Outcomes include gains in language and literacy, increased curiosity and educational zest, evolving roles and participation (e.g., student-as-teacher, researcher), and attention to health and happiness in learning. I close with practical advice and a CC-licensed set of example materials for colleagues to remix in their own contexts.
Presenters
Jonathan deHaanAssociate Professor, International Relations, University of Shizuoka, Shizuoka, Japan
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Learning by Design, Multiliteracies, Praxis, Games, Action Research, Pedagogy
