Abstract Details

Games, Greek Mythology, & Pop Culture

Game-based learning is engaging for students of all ages! This presentation will provide in-depth, procedural planning and implementation of game-based learning, as formative assessment, embedded within an undergraduate travel preparation course designed to explore connections between Greek Mythology and popular culture. Students developed understandings of Greek mythology and popular culture through a variety of engaging pedagogical methods and procedures throughout the course. Each mythological story explored was connected to specific sites students were scheduled to visit during their travel experience. These sites included Athens, Delphi, Olympia, Mycenae, Epidaurus, and Corinth. Popular culture explored included advertising, cinema, comics, gaming, and television. In order to assess student knowledge of Greek mythology and cultural connections, instructors created a process in which students participated in digital games through web-based applications, interacted with game elements via choice boards, and collaborated with peers through collaborative game development. Each peer group had a set of non-negotiables, which included a clear set of rules and objectives. They were also limited to a minimum of three game elements collaboratively chosen. Game element choices consisted of game board, character cards, charades, drawing, currency, dice, word play, and playing cards. Students were also provided with activity resources as part of the game design. These resources consisted of scissors, paper clips, note cards, chart paper, construction paper, and markers. Once student groups developed objectives and rules, chose game elements, and utilized resources they were able to develop truly creative and fun games. Throughout the process, tangential learning was paramount, as students became fully engaged in researching obscure mythological facts and pop culture references to increase the level of difficulty within their games. Once each group completed their game, they were asked to play the game, and make adjustments as needed. After the opportunity to critique and edit their games, student groups played games developed by other peer groups. Additional feedback was provided and groups continued to develop and edit their assessment product.

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