Teachers’ experience and reflections on game-based learning in the primary classroom: views from England and Italy

This study aims to provide a comparative account of teachers’ experience and views of their role when using digital games in primary classrooms in England and Italy. Interviews and a survey administered online and in hardcopy were used to find out teachers’ perceptions of game-based learning and how these impact upon their role as a teacher. This research also considers the interview findings in relation to the dynamics between curriculum design, learning culture and practice when implementing game-based learning. A strong link was found between how learning is designed to incorporate digital games, the theories and strategies that have been used in the context of a given curriculum and how these are realised in practice within the classroom. The research also showed that teachers are aware that their roles when using new technologies in education have changed. However, because of the lack of necessary training, teachers are not clear on how to adopt these changes. In some respects the curriculum was regarded to be flexible enough to accommodate game-based learning, however, in other respects it was felt that a more radical reform this would be needed. The difference in country-specific curricula, pedagogy and practice highlights the need for a flexible model or approach of embedding digital games into primary classrooms in a way that is sensitive to context. Some practical guidelines based on the current work are also provided

Exploring Liminality from an Anthropological Perspective

The transition from the real to the digital requires a shift of consciousness that can be theorised with recourse to the concept of liminality, which has multidisciplinary currency in psychology and other disciplines in the social sciences, cultural, and literary theory. In anthropology the notion of liminality was introduced by the ethnographer Arnold van Gennep in the context of the development of the rite of passage. Since van Gennep{\textquoteright}s discussion of the concept, the term has been used in a variety of contexts and disciplines that range from psychology, religion, sociology, and latterly in new media, where it has a renewed emphasis because of the transition from the real to the virtual space of the digital interface