Utilising game-based learning in first year undergraduate contract law

Much has been said in the academic literature of the advantages of game-based learning (GBL) in higher education, with some limited work addressing GBL in the context of law schools. This paper addresses specifically the “gamification” of the first year undergraduate module of contract law and argues, following an empirical study of first year undergraduate law students, that employing as a pedagogical method traditional childhood games such as crosswords, Taboo or Pictionary can increase student engagement and in turn enhance student learning of contract law. For law schools, the relatively few resources required to incorporate traditional games make GBL an adaptable pedagogical method for institutions which are increasingly resource conscious. This paper will first address the pedagogical rationale of employing this method in the first year undergraduate module of contract law. Following an analysis of empirical data, the paper will provide specific examples of using GBL in a contract law module to: (1) provide an introduction to the topic; (2) act as a pause between tasks; and (3) consolidate student understanding. Finally, suggestions will be made for how perceived limitations to GBL can be overcome and how it can be adapted to the wider context of teaching other undergraduate law modules.