Game-Based Learning

Abstract

This chapter reviews a rapidly growing body of empirical evidence on the effectiveness of using video and computer games to provide instruction. Evidence of their effectiveness is drawn from existing results and data. The topics covered here are transfer from computer games to external tasks, enhancing cognitive processes, guidance and animated agents, playing time and integration with curricular objectives, effects on game players, attitudes toward games, cost-effectiveness, and, fi nally, the use of games for evaluation. Areas where the evidence base is particularly weak are identi fi ed in the discussion section. Findings and recommendations for the design of games used in instruction are summarized in a table. The chapter concludes with a call for development of tools and technology for integrating the motivating aspects of games with good instructional design. People do learn from games. Missing are generally effective design processes that ensure that learners will acquire the speci fi c knowledge and skills the games are intended to impart.

Immersive virtual field trips in education: A mixed‐methods study on elementary students' presence and perceived learning

“…Further, they distinguished three terms by their differences. Simulations are interactive and provide learners with direct experiences to manipulate parameters to test their hypotheses (Tobias, Fletcher, & Wind, ), whereas games provide learners with a sense of autonomy, identity and interactivity to increase their engagement during gameplay (Gee, ). Virtual worlds are illusionary 3D spaces where learners can exist in the form of avatars, build and interact with 3D objects and communicate with others (Hew & Cheung, ).…”

Learning by Walking - Pokémon Go and Mobile Technology in Formal Education

“…Applications of GBL have been evaluated, with promising results, in a broad range of educational contexts [14,15]. GBL should preferably be seen, not as a standalone concept but as a promising idea that should be combined with other learning methodologies (Sierra et al, 2016).…”

Reimagine E-learning: a proposal for a 21st learning framework

“…"[It] is similar to problem based learning (PBL), wherein specific problem scenarios are placed within a play framework" [54]. [14,[54][55][56][57][58] Informal learning "It is learning that rests primarily in the hands of the learner and happens through observation, trial and error, asking for help, conversing with others, listening to stories, reflecting on a day's events, or stimulated by general interests" [59]. "All learning that occurs outside the curriculum of formal and non-formal educational institutions and programs" [60].…”