Getting Serious About Games: Exploring How Game-Based Learning Is Used in Education and Therapy

Abstract

Purpose: The increasing interest in game-based learning (GBL) provides an opportunity to enhance interprofessional collaboration between speech-language pathologists (SLPs) and teachers. The purpose of this two-part article is to determine the similarities and differences between how teachers and SLPs think about and employ GBL. Method: Two distinct methods were used to research GBL. First, a systematic literature review gathered information on teachers' perspectives on GBL, including the benefits and implementation challenges. The important features of the learning games were also catalogued. Then, a qualitative study of focus groups containing both SLPs and teachers examined the shared and disparate views of GBL. Results: The initial literature review identified potential shared viewpoints of GBL as a motivational activity with a focus on learning and potential differences in implementation, use of professional time, and balancing fun and learning. The findings of the qualitative study validated that although teachers and SLPs share specific thoughts on GBL, their different patterns of use drive different paths for game selection and development. Conclusions: The similarities and differences between how teachers think about and use GBL are reviewed, and clinical implications are discussed. As with many interprofessional issues, GBL can be supported by collaborative practices that allow professionals to share their time and experiences while acknowledging and valuing their different expertise.