Game-Based Teaching Methodology and Empathy in Ethics Education

This article describes the experience of a group of educators participating in a graduate course in ethics. Playing role playing games and the work accompanying that play were the predominate methodology employed in the course. An accompanying research study investigated the lived experiences of the course participants. Themes that emerged from interview data included student engagement, participants’ applications, empathy development, and reactions to professor modeling.

Transdisciplinary game based intervention design

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Game-based learning and gamification in initial teacher training in the social sciences: an experiment with MinecraftEdu, International Journal of Educational Technology in Higher Education

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