Game-based learning offers a compelling prospect for innovative teaching and student engagement, but popular examples often involve either complex, time-consuming systems that invite high-order thinking, or simpler, quick versions that reward memorization. Far less common are games that fit low-stakes activities (such as concept review) but nevertheless reinforce high-order thinking. To address this gap, the authors designed, implemented, and adapted a card game that can be applied to concept review activities in any disciplinary context. The game and its iterations are described, with a note on its relevance for the changing role of higher education in post-pandemic world.
|State||Accepted/In press - 2020|
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- Game-based learning
- active learning
- concept review
- retrieval practices
- wicked problems
ASJC Scopus subject areas