Book contents
- Modernising Legal Education
- Modernising Legal Education
- Copyright page
- Contents
- Figures
- Tables
- About the Contributors
- Foreword
- Introduction
- 1 Do Lawyers Need to Learn to Code?
- 2 Experiential Legal Education
- 3 Skills Swap?
- 4 Scaling the Gap
- 5 Bringing ODR to the Legal Education Mainstream
- 6 Design Comes to the Law School
- 7 Developing ‘NextGen’ Lawyers through Project-Based Learning
- 8 Same As It Ever Was?
- 9 Ludic Legal Education from Cicero to Phoenix Wright
- 10 The Gamification of Written Problem Questions in Law
- 11 Virtually Teaching Ethics
- 12 Paths to Practice
- 13 ‘Complicitous and Contestatory’
- Afterword
- References
10 - The Gamification of Written Problem Questions in Law
Reflections on the ‘Serious Games at Westminster’ Project
Published online by Cambridge University Press: 30 December 2019
Edited by
Book contents
- Modernising Legal Education
- Modernising Legal Education
- Copyright page
- Contents
- Figures
- Tables
- About the Contributors
- Foreword
- Introduction
- 1 Do Lawyers Need to Learn to Code?
- 2 Experiential Legal Education
- 3 Skills Swap?
- 4 Scaling the Gap
- 5 Bringing ODR to the Legal Education Mainstream
- 6 Design Comes to the Law School
- 7 Developing ‘NextGen’ Lawyers through Project-Based Learning
- 8 Same As It Ever Was?
- 9 Ludic Legal Education from Cicero to Phoenix Wright
- 10 The Gamification of Written Problem Questions in Law
- 11 Virtually Teaching Ethics
- 12 Paths to Practice
- 13 ‘Complicitous and Contestatory’
- Afterword
- References
Summary
Hitherto, hypothetical legal cases in legal education, otherwise known as ‘problem questions’, have been predominantly presented in written form. Lecturers provide students with a set of written facts and, through the exercise of skills such as research and argumentation, require students to advise a fictitious client. Whilst problem questions are easily accessible and provide useful training in issue identification and legal research, they can be enhanced through the use of novel methods. This chapter explores one such enhancement, brought about by rendering the very same facts within a computer game. It is argued that this environment is important practically and pedagogically as it imports an authenticity that adds to the careful analysis of facts, and expands the environment of traditional problem questions and opportunities for questioning and deduction. This chapter demonstrates the benefits of rendering traditional, written problem-based scenarios into computer game environments (including those using virtual reality) by drawing on work conducted at the University of Westminster.
Keywords
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- Chapter
- Information
- Modernising Legal Education , pp. 186 - 203Publisher: Cambridge University PressPrint publication year: 2020
References
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