Game-based learning
What is it?
Game-based learning (GBL) has been defined as “the integration of gaming into learning experiences to increase engagement and motivation” (AdvanceHE, n.d). Its vague definition probably reflects the diversity in approaches to GBL rather than a single methodology. Although it is often confused with the term ‘gamification’, it is subtly different – gamification is used in learning design to motivate learners, for example through points, badges and/or leaderboards – while GBL employs the rules and norms of gaming (including challenges) to intrinsically motivate and actively engage learners, in a way that promotes ‘flow’ (Plass et al., 2015, citing Csikszentmihalyi, 1990). GBL can be considered a form of playful learning. This could take the form of a board game, a card game (e.g. Smith, 2022), or a video game (e.g. Barr, 2017) that is designed to promote learning. It can be in traditional paper/cardboard form or digital and may include elements of gamification.
How does it work?
GBL fosters “learners’ cognitive, behaviour, affective and sociocultural engagement with the subject matter” (Plass et al., 2015, p. 258); that is to say, it engages learners intellectually, behaviourally through the performance of ‘actions’, emotionally, and socially (gameplay with other learners). The games should be designed to promote specific intended learning outcomes.
It is worth considering the game in the context of the course design; Bado (2022) highlights three stages: pre-game (gameplay training, lecture, handouts), game (content scaffolding, classroom management and technical assistance), and post-game (debriefing sessions comprising discussion and reflection to ensure gameplay resulted in attainment of learning outcomes).
Does it work?
A study of game-based learning across different undergraduate courses in English, maths and health sciences revealed that GBL stimulates enjoyment, deep learning, and, potentially, higher order thinking (Crocco et al., 2016). A literature review of 46 studies between 2008-2018, across school and higher education, focused on pedagogical aspects of digital GBL. Of these, 87% reported positive results in terms of student learning or attitudes (Bado, 2022). Another review of digital GBL cites the benefits of GBL in higher education (Bakhsh, 2022) and is therefore a useful starting point for identifying positive GBL interventions across the disciplines.
What do I need?
Paper and card-based games can be created easily to replicate the mechanics of traditional board games and card games; art and text can be generated digitally or by hand. You might choose to laminate these if the intention is to reuse the game in different classes. Video games require specific skills and software to create, but tools such as Genially (though not core supported by UofG) can be used to quickly create online games. Existing video games can also be used to support learning (Barr, 2017).
Key elements outlined by Plass et al. (2015) include the game mechanics (rules of play, e.g. turn-taking, how to win), visual aesthetic design, narrative design, incentive system, musical score [in the digital gaming context], and content and skills that the game is designed to teach.
References
AdvanceHE. (no date). Gamification and games-based learning. https://www.advance-he.ac.uk/knowledge-hub/gamification-and-games-based-learning
Bado, N. (2022). Game-based learning pedagogy: a review of the literature. Interactive Learning Environments, 30(5), 936-948. https://doi.org/10.1080/10494820.2019.1683587
Barr, M. (2017). Video games can develop graduate skills in higher education students: A randomised trial. Computers & Education, 113, 86-97. https://doi.org/https://doi.org/10.1016/j.compedu.2017.05.016
Plass, J. L., Homer, B. D., & Kinzer, C. K. (2015). Foundations of Game-Based Learning. Educational Psychologist, 50(4), 258-283. https://doi.org/10.1080/00461520.2015.1122533
Smith, L. (2022). Large-scale team card games. In T. Betts & P. Oprandi (Eds.), 100 ideas for active learning. University of Sussex Library. https://doi.org/https://doi.org/10.20919/OPXR1032/75