The Reflective Gaming Course was developed to support young people’s reflections on the potential positive and negative effects of playing games, and thus support more informed and reflective gaming practices. The course was empirically investigated in UK secondary schools, and a commented version of the course was discussed in this workshop. Attendees were presented with some aspects of gaming: tangential learning, cognitive gains, problem solving skills, and stereotyped representations of race and gender. They were invited to reflect on whether and how these aspects relate to their own gaming practices. They also heard about how the topics and activities were perceived by young people in the previous empirical studies in schools, such as how young people reacted, their prior perspectives, etc. The workshop concluded with reflections about the potentials of this game education proposal and opened the discussion for attendees’ perspectives.
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