Game-Based Learning in Higher Education using analogue games

Analogue games have been increasingly studied through the lens of media and cultural studies namely considering their technology, textuality, and audiences, to understand their ability to convey meanings, messages, and their ancient presence in popular culture. Nevertheless, their specific potential in the fields of learning and education has been relegated to the background, given the salience of digital games in the scientific landscape. This paper provides a Systematic Literature Review (SLR) and mapping of game-based learning (GBL) applied in Higher Education (HE). Specific areas that require further work to improve the effectiveness of GBL have been highlighted. To this aim and in the context of this research, interviews were conducted with HE tutors and game designers across Europe to determine if the issues raised in the literature review are replicated in the opinions of those teaching. The resulting analysis showed a strong similarity between written and spoken opinions regarding GBL. Although all interviewees felt there were clear benefits to exploiting GBL, there were several barriers to their use. Those that were most mentioned were the large amount of time needed to create GBL experiences, and the lack of support, or understanding of the benefits of GBL, both from students and the institutions at which they teach. The research the was carried out for this paper shows that there is a clear need for a simple, easy to use, framework for the creation of GBL experiences. Such a framework would reduce the time needed by educators to create such games and would aim to increase games' exploitation in educational contexts