Examining Board Gameplay and Learning :

A Multidisciplinary Review of Recent Research.

Rebecca Yvonne Bayeck (2020)

Board Games as Space for Engaging in Multiple Practices

''Board Games as Space for Engaging in Multiple Practices Carter et al. (2014) revealed that playing Warhammer 40K included multiple practices among players in Australia. For instance, drafting an army consisted of activities such Bayeck 13 as modeling and painting characters to create an army that is aesthetically appealing; finding and choosing themes or background stories/narratives that inspire the creation of the army; and working within the constraints of time and cost to create the army. In the process of drafting their army lists, some players shared their lists with friends to know how their army could affect the Comp Scores, that is, the composition rating of the army by other players. Board gameplay is consequently a collection of multiple interconnected and related practices (Carter et al., 2014).''

Background

Recent years have seen the resurgence of board games designed for entertainment, and to teach or explicate real life problems. The revival of board gameplay has been discussed in mainstream media, and has drawn the attention of researchers. Yet, in the field of games studies, the conception of games as learning spaces is mostly emphasized through digital/video games.

Aim

This literature review reveals the current knowledge regarding the learning potential of board games in various settings, subjects, and diverse learners.

Results

Board games are spaces for mathematical learning and learning spaces that can enable the learning of various contents. Board games allow for various interactions that result in players engaging in computational thinking, teamwork, and creativity.

Conclusion

The relationship between board gameplay and learning is evidenced across disciplines and countries. Board games simplify complex issues and systems, which make them appropriate to further explore learning and concepts such as motivation and computational thinking in formal and informal settings. Furthermore, there is need to expand research on learning in commercial board games.