Review-Learning with Digital Games : A Practical Guide to Engaging Students In Higher Education

In the past decade digital games have increasingly drawn notice as an interesting research topic; consequently, games have also begun to find acceptance as an interactive and immersive learning environment. However, although many educators would be willing to introduce digital games in their classes (Games in Schools, 2008, European SchoolNet), many of them have not had exposure to this environment. Recently there have been increased efforts to provide resources and support for teachers in the form of workshops for using digital games within the classroom (www.engagelearning.eu). The book presented for review here offers a quick and effective guide for beginners on how to become acquainted with digital games and on what to consider when using them for learning in higher education.


Introduction
In the past decade digital games have increasingly drawn notice as an interesting research topic; consequently, games have also begun to find acceptance as an interactive and immersive learning environment. However, although many educators would be willing to introduce digital games in their classes (Games in Schools, 2008, European SchoolNet), many of them have not had exposure to this environment. Recently there have been increased efforts to provide resources and support for teachers in the form of workshops for using digital games within the classroom (www.engagelearning.eu). The book presented for review here offers a quick and effective guide for beginners on how to become acquainted with digital games and on what to consider when using them for learning in higher education. Organization/Structure The book contains 12 chapters, divided into three parts: Theory, Practice, and Technology.
In the introductory chapter the author explains the structure of the book along with its background and how it fits into the higher education context. Feedback contains the electronic and snail mail contact details of the author with an invitation to share with her your thoughts on the book.
Early in the book (pp. 12-15), the first hands-on experience for the reader is offered. For easier understanding and discussion of various points that she wants to raise, Whitton presents three examples of the different types of games that are addressed throughout the book. She first presents a brief description of selected games and then by means of a proposed activity invites the reader to "break the ice" by simply trying out each game.
In Part I -Theory, the author tackles characteristics of digital games, how these characteristics support learning, and ways to define digital games. From a practitioner's point of view, it is important to understand the pedagogy of digital games and how these relate to learning theories and how to identify types of digital games for learning. The author addresses these topics with competence gained through her experience in e-learning. For those interested in more detailed and comprehensive information on definitions and different types of games, I suggest looking for additional reading.
Part II -Practice contains chapters on integrating digital games into the curriculum, designing a digital game for learning, and assessing the impact of digital games on learning.
An important part of integration of games for learning is considering learning needs and other variables, including technical and organisational constraints. This point is well addressed at the beginning of Part II, accompanied by the exercise "Undertaking a Contextual Analysis" (p. 82). As a reflection, a comparison of face-to-face and online gaming is Part III -Technology begins by addressing the application of different types of existing games to learning. Whitton suggests sites where specific games that meet your game concept specifications may be found. The next chapter discusses how to develop new digital games for learning, the skills that are needed, and how to make sure your game is balanced, and explores various development tools. In the chapter "Evaluating Digital Games for Learning," the author stresses the importance of user-centred design and early involvement and feedback from your target group. As the game should support learning, one needs to make sure that it is easy to use, that the use and handling is consistent, and above all that the game is accessible. In her concluding chapter, the author summarises the main ideas of the book, suggests topics for further research, and addresses the challenges of learning with digital games.
This book is appropriate for practitioners, that is teachers who want to introduce digital games to enhance learning and teaching with adult learners. It can also be recommended as reading for beginners unacquainted with digital games. It provides activities that guide reflection with regard to one's own educational settings.
With different examples and activities it will help teachers to detect both opportunities and constraints for the practical application of games in their teaching.