Achievement Unlocked?

Abstract

Even though game-based learning is trending both in research and in practice, there is still a limited understanding about the relationships between teachers' and students' perceptions of academic achievement, levels of learning engagement, and challenges implementing this pedagogical approach in a PK-12 setting. Data used for this research project were extracted from responses to an annual online survey administered to teachers and students at middle schools and high schools in a Midwest state in America. The authors' results indicate that teachers and students agree that students were more engaged in class learning activities if they were managed like games, and GBL helped improve student academic performances. Finally, “Insufficient time” was the most common barrier to the teachers' effort of implementing GBL in their classrooms.

Applications and Learning Outcomes of Game Based Learning in Education

“…game designs(Dehghanzadeh et al 2021;Laine & Lindberg 2020, Zeng et al 2020, analysis of cognitive, motivational and other effects of digital games (Al-Sudani 2019,Lu et al 2022, etc. ), game based curricular(Foster & Shah 2020, Vu & Fye 2020, GBL in various contexts(Yachin & Barak 2019, Pappa & Papadopoulos 2019, Park 2022, GBL and social aspects of its implication, including gender and culture(White 2020, Jossan at al. 2021, ways in which a conventional educational environment can integrate DGBL(Wang 2019, Zakaria et al 2021) and the role of an educator (teacher/coach) in GBL(Chen et al 2020, de Sousa 2021, Chakravarti 2020).…”