Computational Thinking and the Role-Playing Classroom: A Case for Game-Based Learning in an Interdisciplinary Context

Abstract

Although game-based learning is becoming prevalent in higher education to promote student motivation and active learning, educators have not reached the potential of this pedagogical strategy. Due to games being so accessible, teachers can use digital and non-digital games not only to teach single disciplines but also in interdisciplinary settings. This chapter describes our use of game-based learning, specifically design-based games, in interdisciplinary contexts in several courses. We argue that this high-impact educational practice is an effective way to help students develop computational thinking and problem-solving skills. We also show how teachers can use design-based games to help students develop their writing skills by helping them to formulate a thesis, identify supporting evidence, and present and argue their points.