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Embedding a Student-Created Serious Game into Curriculum, to Promote Authentic Learning and Student Wellbeing
Abstract   Peer reviewed

Embedding a Student-Created Serious Game into Curriculum, to Promote Authentic Learning and Student Wellbeing

Marguerite Westacott
Proceedings of the 2019 Equity Practitioners in Higher Education Australasia (EPHEA) and National Association of Enabling Educators in Australia (NAEEA) Biennial Conference, p.83
Equity Practitioners in Higher Education Australasia (EPHEA) and National Association of Enabling Educators in Australia (NAEEA) Biennial Conference: Enabling Excellence through Equity, 2019 (Wollongong, Australia, 24-Nov-2019–27-Nov-2019)
2019
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https://secureservercdn.net/104.238.71.250/px9.ba7.myftpupload.com/docs/2019EPHEANAEEAConferenceHandbook.pdfView
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Abstract

Specialist Studies in Education
This presentation will showcase the rationale, design and student feedback of a collaborative project between a Bachelor of Serious Games student, enabling academics and student wellbeing staff of the University of the Sunshine Coast (USC). We will present the process, method and outcomes of embedding authentic learning and student wellbeing into the curriculum of an enabling and Diploma course; through game based learning. This presentation will introduce you to the student game designer and share the responses of students to the pilot introduction of the game from Semester 2 2019. Students participate in the game as part of a constructively aligned currculum (Biggs & Tang, 2011). Embedding the game into the curriculum, provides students with real world situations and ethical considerations, as they conduct a foundational exploration of their study and career paths in the helping professions (Mouaheb et al., 2012). The game has an educative, informative and problem-solving focus; and sits in a mental health, wellbeing and engagement framework informed by health promoting practice and student engagement (Baik et al., 2016). Embedding a student mental health and wellbeing framework in the curriculum empowers students' help seeking behaviour by providing a comprehensive and proactive approach to enhancing wellbeing (Baik et al 2016). Additionally, it meets the needs of the demographics of USC students, who are well represented in mental health statistics for equity groups (Bratby 2017). Wellbeing has equal relevance to course content and the career aspirations of this cohort; as a tertiary student and a 'professional in training'.

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