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Screen Two Screen Three Inside the house, overview of platform Quantitative game on ground floor. Character enters room and plays a number based game. It has a simple definition for ease of understanding, plus the puzzle aspect to represent numbers and repetitive elements of quantitative and scientific testing In here is a definition of quants, which has been muddled up in squares Door to game room Each level similar layout, extra doors to suit section Door to game room Words Words Words Words Screen One Words Words Words Words Entry door House is taller- Ground floor-qualitative and quantitative 1st floor-philosophy 2nd floor-approach 3rd floor- strategy 4th floor-data collection methods 5th floor-time horizons Level up door Outside the house a character waiting to enter the game Spare square Words Words Words Recipe for Methodology House Squares must be organised in the right order to finish the game and read the definition Windows light up etc. Screen Four Character chat can be customised Qualitative game on ground floor. Character enters room and plays a word based game. Screen Six Summary screen of decisions so far and door to next level Incorrect Match card Character chooses research question or can choose own Door to level 2 Card face down Card face down Screen Five Match card Incorrect Level up game on ground floor,character makes decision on quals or quants research and then plays level up game Summary- you have chosen Qals/Quants , now you must select a philosophy. Enter level 2 Card face down Card face down Room-Task is to collect as many rings as possible in the appropriate colour for your choice of research design e.g.-blue= quals, red= quants Word match game. Cards face down, character has to pick the matching cards that have words relating to qualitative on, some are incorrect –so must avoid to finish a game There will be some other coloured rings, which will be subtracted from the core collected Character has to jump for rings or climb on obstacles Can also collect gold keys etc. Which contain ‘sampling’ or ‘ethics’ etc.
Discussion Questions • What is the most difficult element of teaching research methods? • Do you think the uses of games are appropriate in a HE environment? • What would you identify the main barriers to learning research methods are? • What do you think is the future direction of teaching research methods?