GAME APPROACHES IN TRAINING: A UNIVERSITY CONTEXT

This paper presents the results of a survey of university teachers on the use of games in teaching. The focus is on the possibilities associated with the use of games. The opportunities identified are conceptualised based on three possible approaches to the use of games, termed conventionally basic; didactically grounded and philosophically methodological. The following hypothesis is tested: in the mainstream case, the use of games in learning is founded on the basic approach to games in learning. The relative proportion of teachers using didactically grounded and philosophical-methodological approach is significantly lower. It is argued that efforts to master each of these levels is justified because it can improve learning outcomes.