There are many approaches to using games in support of learning and teaching goals in higher education, yet often these approaches are not clearly differentiated or defined. For example, the authors of the NMS Horizon Report make a simple and broad distinction between the use of games and gamification; a central goal of this session was to illustrate more complex and nuanced variations in how games are being used or how games are inspiring innovations in higher education. This workshop was designed to briefly explicate several different conceptual models as well as ways of implementing game-based instruction at both the course/lesson level and the programmatic level. By engaging participants in comparing and contrasting how games or their features have been adopted and leveraged to enhance learning within the structural, organizational and cultural constraints of higher education, we hoped to collectively illuminate and evaluate some of the assumptions that underlie these models.
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