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Psychology

Game-Based Learning in Higher Education

Profile image of Bradley E WigginsBradley E Wiggins

2014

Abstract

Games are an important tool for stimulating innovation and growth. The benefits of game-based learning are well documented in the literature, however, there are downsides, as with any educational technique. Not to mention the contexts and reasons for failure and success are not always so transparent. One of the core argument around the effectiveness of game-based learning compared to traditional mediums is founded on the principal that games offer a more active and engaging learning experience (compared to students passively listening or watching). Highlighting that learning is not a spectator’s sport and game-based techniques epitomizes learning in an applied manner. This paper examines what games-based learning techniques are, how they work, and how they are used in a higher educational setting. We also review a variety of real-world problems and dangers, including recent breakthroughs using advancing technologies like virtual reality, and what this means for learners today and in...

FAQs

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What explains the rise of game-based learning in higher education?add

Research indicates a growing interest in game-based learning, reflecting its success in enhancing engagement and retention since the 2000s.

How do gamification and game-based learning differ in educational contexts?add

Gamification focuses on encouragement through game-like mechanics, while game-based learning prioritizes cognitive engagement with content.

What evidence supports the effectiveness of game-based learning techniques?add

Studies demonstrate that students using handheld games completed nearly three times as many problems as those using traditional worksheets in 19 days.

When should educators be cautious about implementing game-based learning?add

Educators should consider potential pitfalls, such as inappropriate content or technology barriers, which can hinder learner engagement.

How does technology influence game-based learning methodologies today?add

Emerging technologies like virtual reality show potential advantages for enhancing learning outcomes, indicating a need for holistic design approaches.

Figures (4)
Figure 3. Kenwright [17] presented a coarse guide to the number of articles in the area of games and learning to emphasis the rapid interest and applications of games in education over the past few decades.
Figure 3. Kenwright [17] presented a coarse guide to the number of articles in the area of games and learning to emphasis the rapid interest and applications of games in education over the past few decades.
Figure 1. Three studies by Blunt [13] who showed comparatively the advantages of game-based methods in learning (grades).
Figure 1. Three studies by Blunt [13] who showed comparatively the advantages of game-based methods in learning (grades).
Figure 2. (a) Sitzmann [14] presented the results from 65 studies showing that learners performed better for knowledge and retention rate using game-based techniques. (b) Lee et al. [15] found that learners playing handheld games regularly completed nearly three times the number of problems in 19 days as those using paper worksheets (while voluntarily increasing the level of difficulty as they continued to play). Game-development can require significant time and resources, as Blow [4] explains writing | successful solution is * harder than you think’. Flanagan et al. [5] also reports how man designers struggle to find a balance between their own values, those of users and othe stakeholders, and those of the surrounding culture.
Figure 2. (a) Sitzmann [14] presented the results from 65 studies showing that learners performed better for knowledge and retention rate using game-based techniques. (b) Lee et al. [15] found that learners playing handheld games regularly completed nearly three times the number of problems in 19 days as those using paper worksheets (while voluntarily increasing the level of difficulty as they continued to play). Game-development can require significant time and resources, as Blow [4] explains writing | successful solution is * harder than you think’. Flanagan et al. [5] also reports how man designers struggle to find a balance between their own values, those of users and othe stakeholders, and those of the surrounding culture.
Figure 4. Common stages for designing a successful game-learning solution (note the procedure is not a ‘one-shot’ solution — and requires multiple iterations, testing and refinements) [21,22]. Efficiency and authenticity are also issues not really addressed in game-based learning aspects. As we have discussed in this paper, whilst game-based learning is widely recognized and able to help take theoretical concepts into the “real world” scenarios - there the aspect of authenticity, such as, “is this the most efficient way of using a learner’s time?” which must be considered [27]. Often, the nature of gaming involved simplifications which undermined the real world authenticity. Other times it may be because a large majority of the time was spent reaching an outcome which was entirely foreseeable from the first five minutes. In any case, the time and energy of students might not be utilized as best as they could (squandering time). However, from an instructors’ perspective, the successful implementation of game-based earning using very simple scenarios for student engagement and interaction (paper games and group activities) are easy to accomplish. There is a very narrow window within which forecasting is beneficial (too late and you will fail to gain any benefits, yet too early and you get subsequently get not benefits). Different subjects will employ game-based methods in their own way - but certainly a good measure of the effectiveness of game-based (and indeed problem based) learning is the state of tension and passion in the room as people began to embody the challenges and compromises of real-world practice. Of course, we must remember from an inclusion point of view — we know that not all students are equally comfortable in all situations. The passionate arguments often suited dyslexic and ADHD [25]; Asperger’s syndrome [24]; communication difficulties; or mental health issues might excel or fail depending on the context [26]. Importantly, no point in turning a teaching and learning experience into a game without considering all aspects.
Figure 4. Common stages for designing a successful game-learning solution (note the procedure is not a ‘one-shot’ solution — and requires multiple iterations, testing and refinements) [21,22]. Efficiency and authenticity are also issues not really addressed in game-based learning aspects. As we have discussed in this paper, whilst game-based learning is widely recognized and able to help take theoretical concepts into the “real world” scenarios - there the aspect of authenticity, such as, “is this the most efficient way of using a learner’s time?” which must be considered [27]. Often, the nature of gaming involved simplifications which undermined the real world authenticity. Other times it may be because a large majority of the time was spent reaching an outcome which was entirely foreseeable from the first five minutes. In any case, the time and energy of students might not be utilized as best as they could (squandering time). However, from an instructors’ perspective, the successful implementation of game-based earning using very simple scenarios for student engagement and interaction (paper games and group activities) are easy to accomplish. There is a very narrow window within which forecasting is beneficial (too late and you will fail to gain any benefits, yet too early and you get subsequently get not benefits). Different subjects will employ game-based methods in their own way - but certainly a good measure of the effectiveness of game-based (and indeed problem based) learning is the state of tension and passion in the room as people began to embody the challenges and compromises of real-world practice. Of course, we must remember from an inclusion point of view — we know that not all students are equally comfortable in all situations. The passionate arguments often suited dyslexic and ADHD [25]; Asperger’s syndrome [24]; communication difficulties; or mental health issues might excel or fail depending on the context [26]. Importantly, no point in turning a teaching and learning experience into a game without considering all aspects.

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