![]() ![]() We use all of these factors to create a course on relevant topics such as Identity, Migration, Climate change and so on. They work in a certain setting and environment. Each of these characters in the story has a history, motivation and a layered personality. While the game offers a new approach and challenge to create a course around, the course enhances and further develops the educational/learning aspect of the game.Įvery walking-sim has a story and a set of characters. How does this help? We see a two-way benefit in this. Simply put, we take an existing game and break down its narrative to build a course enriched with learning outcomes around themes relevant to the game as well as to the SDGs. We are utilising well-designed games (educational or otherwise) and creating courses around the same. While there are multiple ways of bringing games into the classroom - many of which educators have already been doing - we have picked up a specific approach. ![]() This balance between learning and fun is the key to what we do in the Games for Learning Programme at MGIEP. It’s a fantastic game which embeds an understanding of Sustainable Development Goals (SDGs) but it may not seem as fun as a popular game such as Angry birds or Pokemon Go. However, we struggled in embedding ideas that we care about in games, keeping the fun part of games intact. As an organisation working in the Education sector, we have always valued the importance of Games as learning tools, in both the formal and informal space. At our institute, we want to challenge the norms and break the patterns. ![]()
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