Analog Game Studies

This review examines Transformative Learning Through Play: Analogue Games as Vehicles for Educational Innovation by Sara Rye, Micael Sousa, and Carla Sousa (2025), which explores the pedagogical potential of analogue game-based learning (GBL) in addressing complex contemporary challenges. The authors argue that traditional educational models often fail to prepare learners for “wicked problems,” advocating instead for analogue games as experiential, systems oriented learning environments that cultivate critical thinking, collaboration, and adaptability. The book develops a theoretical foundation for analogue GBL by synthesizing perspectives from experiential learning, play theory, and motivational psychology, including Self-Determination Theory. Particular attention is given to the tactile and social affordances of analogue games, which engage learners in dialogic and embodied forms of learning. The authors also introduce practical frameworks for educational game design, including the TEGA model and the use of Game Design Documents, alongside discussions of established game design frameworks such as MDA, DDE, and the Design-Play-Experience model. While the book offers a rich synthesis of theory and practical guidance for educators, some conceptual areas, such as the ontological foundations of play and deeper exploration of dialogue in analogue gaming, could be further developed. Overall, the text provides a valuable and accessible resource for educators and scholars interested in the design and implementation of analogue game-based learning.