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Title
Abstract
FAQs
Related Terminologies and Scope
Future Directions of Games-Based Learning
References

Introduction to games-based learning

Profile image of Stephen TangStephen Tang

2009, Games-based learning …

Abstract

thoroughly engage in learning through meaningful activities defined in the game context as opposed to . the.related.terms.and.scope,.current.approaches,

FAQs

sparkles

AI

What explains the current decline in applications to science and engineering courses?add

The paper indicates that a significant decline is linked to learners' attitudes, perceiving education as irrelevant. This phenomenon is described as the 'engage me or enrage me' mentality prevalent among contemporary students.

How do computer games address challenges faced in modern education?add

The study finds that computer games can enhance learner engagement and retention. By providing interactive and experiential learning opportunities, they effectively address issues like increased learner diversity and resource constraints in education.

What characteristics distinguish educational games from traditional video games?add

Educational games embed measurable learning objectives within their mechanics, emphasizing knowledge transfer and cognitive skill development. In contrast, traditional video games primarily focus on entertainment without aligning gameplay with specific educational goals.

What role do narratives play in games-based learning environments?add

Narratives in educational games facilitate immersion and context, enhancing the learning experience through storytelling. The paper highlights that narratives should reflect real-world scenarios to ensure knowledge transfer to practical contexts.

What barriers hinder the adoption of games-based learning in education?add

Key barriers include the need for high-end computing resources, technical support, and financial limitations for developing appropriate content. Additionally, teachers often lack the specialized knowledge required to create or adapt games effectively.

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Foundations of Game-Based Learning
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In this article we argue that to study or apply games as learning environments, multiple perspectives have to be taken into account. We first define game-based learning and gamification, and then discuss theoretical models that describe learning with games, arguing that playfulness is orthogonal to learning theory. We then review design elements of games that facilitate learning by fostering learners’ cognitive, behavioral, affective, and sociocultural engagement with the subject matter. Finally, we discuss the basis of these design elements in cognitive, motivational, affective, and sociocultural foundations by reviewing key theories from education and psychology that are the most pertinent to game- based learning and by describing empirical research on learning with games that has been or should be conducted. We conclude that a combination of cognitive, motivational, affective, and sociocultural perspectives is necessary for both game design and game research to fully capture what games have to offer for learning.

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Reflections on Game-Based Learning
Matthew Barr

Graduate Skills and Game-Based Learning, 2019

The previous chapter presented interviews with participants in a study designed to explore whether playing selected video games might help develop in students a range of useful skills and competencies, also known as graduate attributes. In this chapter, the implications of the interview data are considered. Each attribute is examined in turn and the chapter concludes with a brief overview of the skills and experience that students suggest they developed in addition to the stated graduate attributes. Ancillary benefits such as stress relief are also discussed. These empirical observations support ideas presented by scholars such as James Paul Gee and suggest further connections between game-based learning and established theory. It is important to note, however, that these interview data refer to the circumstances under which specific games were played: the participants make multiple references to the effects of being asked to play games with people other than their existing friends. Several of the attributes discussed here appear to be influenced by the fact that students played with strangers from differing cultural backgrounds and with varying gaming experience. Regardless, these interviews reveal the factors that may be at play in a game-based intervention intended to develop graduate attributes.

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EJEL Special Issue: 7 th European Conference on Game-Based Learning-ECGBL 2013 Held at Instituto Superior de Engenharia do Porto (ISEP), Porto, Portugal 3-4 October 2013 Editorial by the Guest Editors
Paula Escudeiro

2014

This issue of EJEL is dedicated to Game-Based Learning and, in particular, to ECGBL 2013-the 7 th European Conference on Game-Based Learning. Therefore, we would like to thank the editors of EJEL for allowing us to promote an important area of the use of technology for learning in such a relevant journal. Games are structured contexts where the player has clear objectives, with victory as the end goal. The player must solve problems, overcome challenges and face opponents (real or game characters) but always respecting a clearly-defined set of rules. More than simple entertainment contexts, games have been shown to promote learning and the development of personal and social skills like socialization, teamwork, leadership, decision making and collaborative learning. Therefore they have been successfully used in training, in formal education (classroom and school context) and also in non-formal education (outside the school context). The European Conference on Game-Based Learning-ECGB...

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Toward a Framework for Learning and Digital Games Research
Michael McCreery, Sharon Tettegah, Fran Blumberg

Digital environments, serious games, video-games, and game-based simulations continue to expand as foundations (e.g. Quest2Learn schools in New York City and Chicago) and adjuncts (e.g. River City, Whyville, Civilization) to pre-college level curriculum and learning. However, studies examining the psychology of learning from, with and within game-based settings have remained largely atheoretical. Both private and public funders of game-based learning have recognized this situation. Further, it has compromised the development of psychological theory which with to account for learning via gameplay as influenced by factors such as gender, developmental level, motivation for learning, socioemotional factors, and specific content/skill targeted for instruction (Connected Learning, 2013; NSF Task Force on Cyberlearning, 2008). Accordingly, the goal of this special issue is to provide readers with a strong research base framework that advances and integrates the psychology of learning (cognitive, behavioral, cultural and socioemotional) with emerging theoretical perspectives of game-based learning from different approaches that involve the science of learning, pathways of influence, playful learning and connected learning.

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Computer game based learning
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2006

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Games and Learning
Constance Steinkuehler

Handbook of the Learning Sciences (2nd Ed.), 2014

Video games are one of the most promising innovations in the world of learning. From simple puzzle-based mobile games to sprawling massively-multiplayer worlds, games of all shapes and sizes provide opportunities for players to interact with complex environments, master sophisticated content, develop skills for social interaction, and build 21 st century skills. Over the last decade, interest in videogames as a learning technology has grown from a few lone scholars in education and one popular book (Gee, 2006) to a welldeveloped scholarly domain with established lines of inquiry, peer-reviewed journals and community events. Across multiple existing disciplines including educational technology, literacy, science education, computer science, and design, a number of universities and colleges have established game programs in research, design and development: Harvard University, Dartmouth, New York University, University of Southern California, Carnegie Mellon University, MIT, and University of Wisconsin-Madison to name a few. Such programs have made significant inroads into the design of games and game-based environments to improve cognition and learning. As pressure on schools to educate efficiently and assess frequently increase, games have emerged as a leading potential technological solution to interactive, immersive learning and formative, diagnostic assessment at scale.

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Digital Game-based Learning
Geoff Balding

This paper is concerned with the concepts and theories behind Digital Game-Based Learning and why it should be considered in our developing digital environment an important aspect of pedagogy in this century. It considers that digital games as a media constitutes the most interactive and engaging medium in today’s culture, and for modern learners. It investigates some of the background to this medium as a proposed educational milieu and some of the difficulties facing those who might try to implement it. Above all it tries to investigate the theoretical postulate that today’s learners are fundamentally different to those who preceded them, and the majority of those who now attempt to educate them, and how this affects the requirements of the educational environment.

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Distinctions between games and learning: A review of the literature on games in education
Katrin Becker

Gaming & Cognition: Theories and Perspectives From the Learning Sciences., 2010

Serious Games are digital games designed for purposes other than pure entertainment. This category includes educational games but it also includes a great deal more. A field that was unheard of until Ben Sawyer referred to it as Serious Games in late 2002 (Sawyer, 2003) has already grown so large that one can only hope to keep track of a very small part of it. The time is rapidly coming to an end when literature surveys of even one branch of Serious Games can be considered comprehensive. This chapter will examine the current state of the discipline of that part of serious games that intersects with formal education, with a particular focus on design. The work begins broadly by looking at games in order to define the term but then narrows to a specific focus on games for education. In this way, it provides an educational context for games as learning objects, distinguishes between traditional, (i.e. non-digital; Murray, 1998) and digital games, and classifies games for education as a subcategory of serious games while at the same time still being part of a larger group of interactive digital applications.

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Toward Understanding the Potential of Games for Learning: Learning Theory, Game Design Characteristics, and Situating Video Games in Classrooms
Dao Chantes

Computers in The Schools, 2014

The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden.

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Applications and Learning Outcomes of Game Based Learning in Education
katerina tzafilkou

International educational review, 2024

Game-based learning (GBL) is considered the most engaging means of learning and brings several benefits as regards the learning outputs. Game-based learning is applied in all different educational stages from pre-school education to tertiary education, and workplace. This review study discusses and extends previous findings by organizing the application of GBL approaches in different educational stages and presenting the main learning outcomes. The review study collects and analyzes 104 scientific papers ranging from 2013-2021. The benefits and limitations of GBL are also discussed in the paper, while different types of games including augmented reality (AR) approaches are considered. According to the findings, in primary and secondary education, GBL demonstrates a positive impact on learning outcomes and engagement, enhancing students' understanding of complex concepts and fostering real-world application of learned knowledge. While GBL in tertiary education facilitates deeper understanding, critical thinking, and skill development, its implementation requires careful design and evaluation aligned with learning objectives. The study also explores various types of GBL games, including memory, simulation, interactive, quiz, puzzle, strategy, and reality-testing games, each tailored to different educational objectives and subjects. Furthermore, Augmented Reality (AR) in GBL shows promise across subjects but faces challenges like technical limitations, training needs, privacy concerns, potential distractions, and a lack of comprehensive research on its efficacy. Overall, while GBL demonstrates considerable potential in enhancing education, its successful implementation requires careful consideration of age-appropriateness, varied game types, and integration of emerging technologies like AR.

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