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Students' Experiences of Interdisciplinary Learning while Building Scientific Video Games

Jennett, C; Papadopoulou, S; Himmelstein, J; Vaugoux, A; Roger, V; Cox, AL; (2017) Students' Experiences of Interdisciplinary Learning while Building Scientific Video Games. International Journal of Game-Based Learning , 7 (3) pp. 93-97. 10.4018/IJGBL.2017070110. Green open access

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Abstract

Game jams, hackathons and similar group game creation events have become increasingly popular over the past decade (Fowler et al., 2015). They provide new and exciting opportunities for education and research. They foster creative thinking and innovation (Preston et al., 2012), and strengthen project management and communication skills (Smith & Bowers, 2016); all of which are essential skills for working in industry (Pirker et al., 2016).

Type: Article
Title: Students' Experiences of Interdisciplinary Learning while Building Scientific Video Games
Open access status: An open access version is available from UCL Discovery
DOI: 10.4018/IJGBL.2017070110
Publisher version: http://dx.doi.org/10.4018/IJGBL.2017070110
Language: English
Additional information: This version is the version of record. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Games, Learning, Science
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences > UCL Interaction Centre
UCL > Provost and Vice Provost Offices > UCL SLASH
UCL > Provost and Vice Provost Offices > UCL SLASH > Faculty of S&HS
UCL > Provost and Vice Provost Offices > UCL SLASH > Faculty of S&HS > Dept of Geography
URI: https://discovery.ucl.ac.uk/id/eprint/1538971
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