Student Participation and Achievement in a Large Lecture Course With Game-Based Learning

Abstract

Background The use of game-based learning strategies in higher education has shown promise to increase student motivation and achievement. Although studies have begun to explore the structuring of courses as a game, little is known on who benefits the most from this type of instructional environment. Aim This research study explored the impact of a large lecture course designed with game-based learning on participation and achievement. Game elements included narrative, quests, points, feedback, and badges. Method 71 undergraduate students participated in a case study utilizing a mixed methods approach. Measures included course achievement, course participation, and a survey on beliefs and practices. Results Findings indicated students in a large course structured with game-based learning maintained high participation and persistence in meeting course requirements. In addition, overall achievement was not significantly correlated with age, gender, learning style, or game use, contradicting the research literature on game-based learning. Conclusions The use of game-based learning is beneficial for engaging all students in large lecture courses, but more work is needed in determining which strategies are most effective for learning.

The effect of games and simulations on higher education: a systematic literature review

“…Engagement and motivation are major factors in enhancing higher education learning objectives (Connolly et al, 2012;Erhel & Jamet, 2013;Ke et al, 2015;Nadolny & Halabi, 2015). Motivation is considered a central factor in the majority of reviewed studies (Felicia, 2011;Ljungkvist & Mozelius, 2012;von Wangenheim et al, 2012;Bellotti et al, 2013;Hannig et al, 2013;Ahmad et al, 2013;Pløhn, 2013;Denholm et al, 2012;Dzeng et al, 2014;Lancaster, 2014;Ariffin et al, 2014;Bolliger et al, 2015;Cózar-Gutiérrez, & Sáez-López, 2016;Dankbaar et al, 2016;Fu et al, 2016).…”

Implementation of Game-based Learning in Higher Education: an example in HR Management

“…Although not all authors mention the same characteristics, they all mention similar fiels. For example, Kenwright (2016) in his study on GBL in HE, mentions the four part structures from Allen: (1) Context, (2) Challenge, (3) Action, and (4) Feedback; Nadolny and Halabi (2016) states that there are five characteristics that affect students' response to GBL methods, these are: (1) Playfulness, (2) Comparative pedagogy, (3) Instrumentalist, (4) Grade Status and (5) Performance; and finally, Tham and Tham (2012) mention the six characterisitcs according to Prensky (2001), that lead to a strong engagement of students on games: (1) rules, (2) goals/objectives, (3) outcomes/feedback, (4) conflict/competition/challenge/opposition, (5) interaction and (6) representation/story.…”

“…Although most authors differ on the exact definition for GBL, most authors agree on the fact that these games provide students with the possibility of solving real-life challenges and compromises within a safe environment and avoiding the fear of the real-world consequences (Ebner & Holzinger, 2007;Kenwright, 2016;Nadolny & Halabi, 2016). The main benefit of GBL has been identified as the students' engagement and motivation in the course (Ebner & Holzinger, 2007;Kenwright, 2016;Nadolny & Halabi, 2016;Wiggins, 2016).…”

“…During the past years there has been an increasing concern about the students engagement in courses in Higher Education (HE), and awareness in the lack of students' motivation, achievements, attendance and participation has become a clear priority for educators (Nadolny & Halabi, 2016;Tham & Tham, 2012). Alternative teaching methods have been recently addressed by different authors with the objective of re-engaging students in HE (Ebner & Holzinger, 2007;Nadolny & Halabi, 2016).…”

Technological Pedagogical Content Knowledge (TPACK) with Information and Communication Technology (ICT) Integration: A Literature Review

“…Technological Pedagogical Content Knowledge (TPACK) is the interaction complex knowledge between technology, pedagogic, and content [4]. TPACK is good basic teaching with technology, pedagogic technic is technology that uses in a constructive way to teach the content, the knowledge of what makes that concept its hard or easy to learn and how technology can overcome some problem faced [5][6][7] TPACK (Technological Pedagogical and Content Knowledge) described teacher capability to how to facilitate learning from certain content through pedagogy approach and technology. This is because the teaching and learning process this time is reflected in the integration development between computer and application technology in the curriculum [8].…”