TEACHING PHILOSOPHY WITH INVESTIGATIVE ADVENTURES: FROM INSTRUCTIONAL DESIGN TO GAME DESIGN (AND BACK!)

Marco Fenici

Abstract


The article presents the design of a game-based learning (GBL) educational activity centered around a philosophical investigative adventure created for this purpose, Socrates on Trial. It demonstrates how careful instructional design allows to align learning and game objectives. With appropriate training, teachers can take on the role of game designers and develop impactful educational games supporting the acquisition of both disciplinary (philosophy) and transversal knowledge and skills.

Keywords


game-based learning, game design, teaching philosophy, constructive alignment, Socrates

Full Text:

PDF

References


Barz, N., Benick, M., Dörrenbächer-Ulrich, L., & Perels, F. (2023). The Effect of Digital Game-Based Learning Interventions on Cognitive, Metacognitive, and Affective-Motivational Learning Outcomes in School: A Meta-Analysis. Review of Educational Research.

Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher Education, 32(3), 347–364.

Brown, J. S., Collins, A., & Duguid, P. (1989). Situated Cognition and the Culture of Learning. Educational Researcher, 18(1), 32–42.

Cicurel, D. (2018). Chronicles of Crime. Lucky Duck Games.

Dickey, M. D. (2015). Aesthetics and design for game-based learning. Routledge.

Edwards, R., Goldberg, S., & Grady, G. (1982). Sherlock Holmes Consulting Detective: The Thames Murders & Other Cases. Sleuth Publications.

Fenici, M., & Mosca, I. (2024). Gamebooks and branching narratives in education: Fostering sustainability competences to promote positive social change. Frontiers in Education, 8.

Hanghøj, T., & Brund, C. E. (2010). Teacher roles and positionings in relation to educational games. Proceedings of the 4th European Conference on Games Based Learning, 116–122.

Hutchins, E. (1995). Cognition in the Wild. The MIT Press.

Ju, E., & Wagner, C. (1997). Personal computer adventure games: Their structure, principles, and applicability for training. ACM SIGMIS Database: The DATABASE for Advances in Information Systems, 28(2), 78–92.

Kirkpatrick, D., & Kirkpatrick, J. (2006). Evaluating training programs: The four levels. Berrett-Koehler Publishers.

Łapot, J., Rymer, P., & Trzewiczek, I. (2018). Detective: A Modern Crime Board Game. Portal Games.

Larson, M. B., & Lockee, B. B. (2019). Streamlined ID: A practical guide to instructional design. Routledge.

Li, Y., Chen, D., & Deng, X. (2024). The impact of digital educational games on student’s motivation for learning: The mediating effect of learning engagement and the moderating effect of the digital environment. PLOS ONE, 19(1), e0294350.

Ligabue, A. (2023). Didattica ludica: Competenze in gioco. Edizioni Centro Studi Erickson.

Malafouris, L. (2013). How Things Shape the Mind. The MIT Press. https://mitpress.mit.edu/books/how-things-shape-mind

Molenda, M. (2003). In search of the elusive ADDIE model. Performance Improvement, 42(5), 34–37.

Nicholson, S. (2011). Making Gameplay Matter: Designing Modern Educational Tabletop Games. Knowledge Quest, 40(1), 60–65.

Nousiainen, T., Kangas, M., Rikala, J., & Vesisenaho, M. (2018). Teacher competencies in game-based pedagogy. Teaching and Teacher Education, 74, 85–97.

Plass, J. L., Homer, B. D., & Kinzer, C. K. (2015). Foundations of Game-Based Learning. Educational Psychologist.

Plass, J. L., Mayer, R. E., & Homer, B. D. (Eds.). (2020). Handbook of Game-Based Learning. The MIT Press.

Platone. (2020). Apologia di Socrate (G. Reale, Ed.). Bompiani.

Tinterri, A., & Andreoletti, M. (2024). A mapping of instructional scenarios for game-based learning. In T. Minerva & A. De Santis (Eds.), Proceedings of the Italian Symposium on Digital Education (pp. 131–143). SIe-L, Società Italiana di e-Learning, University of Modena and Reggio Emilia.

Tlili, A., Denden, M., Duan, A., Padilla-Zea, N., Huang, R., Sun, T., & Burgos, D. (2022). Game-Based Learning for Learners With Disabilities—What Is Next? A Systematic Literature Review From the Activity Theory Perspective. Frontiers in Psychology, 12, 814691.

Winterton, J., Delamare-Le Deist, F., & Stringfellow, E. (2006). Typology of knowledge, skills and competences: Clarification of the concept and prototype (Vol. 64). Office for Official Publications of the European Communities Luxembourg.




DOI: https://doi.org/10.32043/gsd.v9i2.1381

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 ITALIAN JOURNAL OF HEALTH EDUCATION, SPORT AND INCLUSIVE DIDACTICS

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Italian Journal of Health Education, Sports and Inclusive Didactics 
ISSN printed: 2532-3296