Abstract: This paper presents results from two analog game-based learning tools used to teach democracy in higher education. On one hand, students were introduced to the topic of democracy by playing a custom-built card game (students as players), on the other hand, students approached the topic of democracy through developing a thematically anchored board game prototype themselves (students as designers). A controlled comparison of these tools with the classic teaching format was undertaken in the winter term 2018/2019 at the University of Frankfurt to critically assess the learning effects of these tools on different dimensions of intrinsic motivation (enjoyment, agency, competence, and pressure). Results from pre- and post-lesson surveys as well as qualitative interviews with participants indicate a significant advantage of game-based learning over classical teaching with respect to perceived enjoyment and agency, no difference between these approaches was found with respect to perceived competence and pressure.
Relevance: This paper highlights the advantages of analog games as teaching tools in democracy education, which have received far less attention from educational researchers than their digital counterparts. We argue, for instance, that analog games require lower investments in technical equipment and training of personnel and that they put a stronger emphasis on direct (face-to-face) social interaction in the class room. To lower existing barriers for interested teachers to apply these tools themselves, the paper provides hands-on examples as to how they can be embedded in an experiential learning process. Additional material is available online as open access print and play versions in several languages. Consequently, the two game based learning tools presented in this paper will enable interested teachers to convey the highly complex topic of democracy in an activating and result-oriented way.
