In this case study Alex Moseley and Nicola Whitton examine the practice and benefits of games and learning in higher education an approach that can be applied to almost all disciplinary contexts. They argue that using games can provide a flexible option that has the ability to engage students create active learning experiences and enable students to experiment in safe playful environments. Alex and Nicola first detail a ten-step framework for educational game design as an approach to sharing what they have learned about designing cheap and effective games for learning. They go on to describe the evolution of their practice from their individual perspectives and provide three case studies that show the potential of game-based approaches in higher education. The study finishes with a brief overview of the theoretical context and some simple ideas for how others might use them.
