Morrell, C and Morrell, M 2019, The Cultural Impact of Accessible Gaming Mechanics: A Study Comparing Nepalese and UK Computing Students. in O Khan, P Marchbank, E Georgiadou, P Linecar, M Ross, G Staples & J Uhomoibhi (eds), Global Connectivity and Learning across the Generations. pp. 1-12.
Abstract
There are more international students enrolled on UK university courses, studying abroad than international students studying in the UK. UK courses are increasingly being delivered overseas by partner institutions. Course designers are working to develop engaging material that adds value cross culturally. Applying gaming style elements to courses is a method that has proven successful in motivating and engaging students in a range of disciplines. This paper examines whether the benefits of employing game mechanics are reproduced in different learning and geographical cultures, as cultural influences on students’ learning styles may be underestimated. This is achieved through a comparison of the engagement and success of students studying the same two modules delivered in the UK and in Nepal. The game elements applied have been selected for their transferability and capacity to equip course designers with accessible tools that focus on low risk participation, instant feedback and encouraging small increments of improvement through iteration. These particular components could be seen to parallel traditional learning cultures seen in Asian education.
All views and opinions are the author's and do not necessarily reflected those of any organisation they are associated with. Twitter: @scottturneruon
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