Alternate reality games for developing student autonomy and peer learning

Abstract

This paper discusses the educational potential of alternate reality games (ARGs), a relatively new game format that takes place both online and in the real world over a number of weeks, and combines narrative and puzzles to develop a collaborative community. In this paper, first the concept of ARGs are described, including their history and composition, and their potential pedagogic benefits are discussed in relation to constructivism, student autonomy and peer learning. Then the paper provides a case study of the Alternate Reality Games for Orientation, Socialisation and Induction (ARGOSI) project at Manchester Metropolitan University, which used an ARG for the development of digital literacy skills. Finally, the paper concludes by highlighting some of the potential challenges of using ARGs in education.