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modules which support and link second and third year under-
graduate units, particularly in the Faculties of Health Science
and Education. The resource also has the potential to be ex-
panded into a generic game based tool for interdisciplinary use
across faculties. However, Van Eck (2006c: p. 18), cautions
against arguing that “all games are good for all learners and for
all learning outcomes”. He emphasizes that research is needed
into understanding “why DGBL is engaging and effective” and
the importance of taking a realistic direction for “when, with
whom, and under what conditions”, digital games can be suc-
cessfully incorporated into “the learning process to maximize
learning potential”. In addition, Krotoski (2005) believes that
whilst today’s students are accepting digital games as a power-
ful learning tool, it may be a challenge to convince the educa-
tors who do not yet embrace this technology.
Ultimately, the progressive transfer of foundation knowledge
between units, and its application in more complex contexts, is
the aim of all higher education institutions. Based on the results
of our study which used a DGBL resource in first year units,
there are indications of positive learning outcomes in students’
recall, application and transfer of knowledge. A digital game
based resource, which is creatively designed to engage and
motivate students whilst simultaneously increasing their learn-
ing outcomes, is a valid and valuable tool in the portfolio of
teaching and learning resources, particularly at the first year
The authors would like to acknowledge the University of
Tasmania for funding this project.
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