Beyond vicarious learning: Embedding dialogic learning into educational games

Abstract

Dialogic learning has a substantial overlap with the characteristics of multi-player game-based learning (GBL). Both dialogic and game-based learning are proposed to be beneficial methods for postgraduate learning contexts with higher order cognitive and skill-based outcomes. Research skills and critical thinking are widely shown to be crucially important but very challenging to deliver effectively. This paper uses three case studies of existing tabletop games to consider how modification to include dialogic learning can improve learning outcomes in a postgraduate context. Games were analysed using gameplay loops and characteristics of dialogic games are identified with recommendations of specific Learning Mechanic - Game Mechanic mappings. Learning Mechanics proposed to encourage dialogue were identified as: Plan, Analyse, Reflect, and Consolidate, typically associated with the following Game Mechanics: Stategy/Planning, Design/Edit, Match, Measure, and Feedback. Game Mechanics which may inhibit dialogic learning are Time Pressure, Competition, and Dexterity. An interaction model is presented with recommendations for dialogic game design which is proposed to increase dialogic learning which can increase student ownership, confidence, and consolidation of knowledge. This contributes to the current research gap for dialogical interactions within GBL.