TY - GEN
T1 - Serious games in EDI education
T2 - a preliminary discursive literature review
AU - Hainey, Thomas
AU - Baxter, Gavin
AU - Cross, Beth
AU - Mohammed, Khadija
AU - Lawrie, Joanne
AU - Smith, Jan
PY - 2024/10/7
Y1 - 2024/10/7
N2 - In Higher Education Institutions Equality, Diversity, and Inclusion (EDI) training sometimes has great variability and may lack sensitivity. As a result, the process often lacks depth and does not provide the ability to make mistakes in a more risk free/simulated practice environment in a simulated practice way. EDI can often encompass and touch on rather uncomfortable subjects that people would much prefer to avoid such as racism, discrimination, sexuality, religion, disabilities, marginalisation, lack of representation, unconscious bias and micro-aggressions, professional dilemmas, and ambivalence. People tend to avoid having difficult conversations and asking questions to enhance understanding. Serious games can offer a vehicle to explore some of these issues in a simulated, risk free, immersive environment with no real world consequences. They are a legitimate academic discipline used in a number of diverse fields such as business, mathematics, and soft skills. This paper will perform a preliminary discursive review of the use of games-based learning and serious games in EDI education and associated terms to produce valuable empirical evidence. The study will review developmental, evaluation and development frameworks for developing serious games for potentially difficult contexts in line with EDI i.e. resistance, ambivalence, and challenging confrontational discussions.
AB - In Higher Education Institutions Equality, Diversity, and Inclusion (EDI) training sometimes has great variability and may lack sensitivity. As a result, the process often lacks depth and does not provide the ability to make mistakes in a more risk free/simulated practice environment in a simulated practice way. EDI can often encompass and touch on rather uncomfortable subjects that people would much prefer to avoid such as racism, discrimination, sexuality, religion, disabilities, marginalisation, lack of representation, unconscious bias and micro-aggressions, professional dilemmas, and ambivalence. People tend to avoid having difficult conversations and asking questions to enhance understanding. Serious games can offer a vehicle to explore some of these issues in a simulated, risk free, immersive environment with no real world consequences. They are a legitimate academic discipline used in a number of diverse fields such as business, mathematics, and soft skills. This paper will perform a preliminary discursive review of the use of games-based learning and serious games in EDI education and associated terms to produce valuable empirical evidence. The study will review developmental, evaluation and development frameworks for developing serious games for potentially difficult contexts in line with EDI i.e. resistance, ambivalence, and challenging confrontational discussions.
KW - serious games
KW - equality
KW - diversity
KW - inclusion
KW - preliminary discursive literature review
U2 - 10.34190/ecgbl.18.1.3100
DO - 10.34190/ecgbl.18.1.3100
M3 - Conference contribution
VL - 18
T3 - Proceedings of the European Conference on Games-based Learning
SP - 1082
EP - 1090
BT - Proceedings of the 18th European Conference on Games Based Learning
PB - Academic Conferences International Limited
CY - Reading
ER -