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Originally published in: Teaching Theology and Religion, Volume 21, Issue 4 (Special issue: Games & Learning, October 2018, Pages 288-302), https://doi.org/10.1111/teth.12456
In the undergraduate classroom, tabletop games can aid both teaching and learning – especially when accompanied by debriefing exercises following gameplay. In particular, tabletop games enable undergraduate learners to practice the 21st century skills of collaboration, communication, and critical thinking. This qualitative study examines three cases from the disciplines of practical theology, systematic theology, and history, utilizing the methods of classroom video recordings, written assessments from students and professors, and student debriefing exercises. In this study, undergraduate students (n = 46) and undergraduate professors (n = 3) reflect upon and self‐report their experience playing tabletop games in the classroom. Students and professors report that tabletop gameplay appears to intensify active learning, classroom engagement, and student motivation – a powerful blend for the retention of course content.
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Copyright NotesReproduced in the Wesleyan-Holiness Digital Library and MNU Institutional Repository with the permission of the publisher of the journal in which the article originally appeared.
Keywordstabletop games, games, higher education, undergraduate, gameplay, education, collaboration, 21st century skills
Periodical TitleTeaching Theology and Religion
Periodical Year2018
Periodical MonthOctober
Periodical Volume Number21
Periodical Issue Number4
Peer Reviewed?No
Series Number21
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