Author: Mike Cosgrave
Type: Conference Presentation
While the use of serious games in teaching and learning is a topic of current interest, it is often associated with costly, computer based simulations in which the nuts and bolts of the topic under study are locked in a "black box". In this paper, the experience of adapting design techniques from cheap, off the self commercial board wargames to creating problem based game design assessment in history was outlined. Examples and feedback from student work over a number of years were presented, and the grading of the exercise is linked to rubrics based on Blooms Taxonomy of Learning, and the problems of historical imagination and understanding.