Board game-based learning: dai processi cognitivi alla valutazione

Board Game-Based Learning (bGBL) has gained increasing attention as an innovative approach to foster active engagement and holistic cognitive development. However, integrating board games into effective practice is challenging, partly because of the lack of an established instructional framework. By integrating Anderson & Krathwohl’s taxonomy into bGBL design, this contribution focuses on how specific game mechanics can target higher-order thinking skills, aligning gameplay dynamics with established instructional frameworks. This allows effective implementation of bGBL strategies, in-game and around-game assessments, and real-time calibration of the learning process. These findings indicate the potential of bGBL to advance pedagogical practices, supporting teachers in creating immersive, evidence-based environments that align cognitive objectives with meaningful evaluation.