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Game Based Learning

Game-based learning (GBL) integrates game elements into educational settings to enhance engagement, motivation, and skill acquisition. It offers benefits such as improved student retention, collaboration, and immediate feedback, making it suitable for various industries. GBL differs from gamification, as it involves designing learning activities that are inherently game-like rather than adding game elements to traditional learning methods.

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10 views

Game Based Learning

Game-based learning (GBL) integrates game elements into educational settings to enhance engagement, motivation, and skill acquisition. It offers benefits such as improved student retention, collaboration, and immediate feedback, making it suitable for various industries. GBL differs from gamification, as it involves designing learning activities that are inherently game-like rather than adding game elements to traditional learning methods.

Uploaded by

MAUREEN LARIOS
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Game-based learning (GBL) is an active learning strategy that is an

intersection between game elements and the learning environment, using


strategies typically reserved for games to encourage and enhance learning,
practice, and assessment

games are considered either environments that are motivating but likely to require excess amounts of
information to be processed by the learner (cognitive perspective) or, conversely, approaches that
provide the rich contextual information and interactions needed for learning in the 21st century
(sociocultural perspective)

“a system in which players engage in an artificial conflict, defined by rules, that results in a quantifiable
outcome”

The motivational function of games is their most frequently cited characteristic. The argument is that
games for entertainment have been shown to be able to motivate learners to stay engaged over long
periods through a series of game features that are of a motivational nature. These features include
incentive structures, such as stars, points, leaderboards, badges, and trophies, as well as game
mechanics and activities that learners enjoy or find interesting

Game-based learning (GBL) is the application of games to learning using tailor-made


content or third-party content, all within a gaming environment. The goal is to engage and
motivate learners to acquire new skills, enhance existing ones or change behavior.

What Are the Benefits of Game-based Learning?

Game-based training benefits organizations across industries as wide-


ranging as health care, hospitality, retail, manufacturing and construction.
Its benefits apply equally to commercial, industrial and government sectors.

Because of its unique approach to training (learning through playing and


having fun), GBL appeals to employees across the generational spectrum.
Unlike the typical entertainment value that games provide, when used in a
learning context, games:

1. Student engagement “refers to the degree of attention, curiosity,


interest, optimism, and passion that students show when they are learning
or being taught, which extends to the level of motivation they have to learn
and progress in their education.” Larry Bernstein | April 8, 2022
2. According to a study into learning-centered approaches to
education, students learn more when they participate in the
process of learning. Active learning is discussion, practice, review,
or application. Problem solving. Exploring new concepts in groups.
Working out a math problem on a piece of paper.

Active learning encourages your brain to activate cognitive and


sensory networks, which helps process and store new information.
3. Collaboration. The benefits of collaborative learning include:
Development of higher-level thinking, oral communication, self-
management, and leadership skills. Promotion of student-faculty
interaction. Increase in student retention, self-esteem, and responsibility.
4. Immediate Feedback. In other words, providing immediate
feedback enables people to better learn from any mistakes they make. If
they get the answer right to begin with, it's still valuable to provide feedback
instantly, as it reinforces why they were right. It motivates by affirming their
competence.
5. Retention. Learning retention is the process of transferring new
information into long-term memory. This means you’ve effectively taken in
the information and are able to recall it in the future.
Without retaining what you’ve learned, it will leave your short-term memory
after a certain amount of time has passed.
In order to improve your learning retention, it’s necessary to find new
strategies and solutions to ensure you engage with the material. This will
help your brain identify this new information as important.
6.

 Encourage strategic thinking.


 Provide an opportunity for practice.
 Enhance motivation among disengaged learners.
 Promote healthy competition.
 Improve self-directed learning and independent thinking.
 Foster collaboration.
 Create a safe environment for learning through experimentation and trial
and error.
 Help develop a spirit of patience and persistence among learners.
Game-based learning is ideally suited for repackaging existing eLearning
content in ways that not only lead to improved learner engagement but
also support critical thinking. For example, health care entities might adapt
their health and safety protocols to a game-based learning environment,
while industrial organizations may benefit from training employees on good
manufacturing practices (GMPs) using game-based scenarios. Given
that mobile learning is a trend, it makes sense to include game-based
learning strategies as part of any organization’s learning and development
(L&D) plans.

Gamification vs. game-based learning

Gamification and game-based learning are similar in that both strategies


promote engagement and sustained motivation in learning. However,
gamification and game-based learning can also be usefully distinguished:

Gamification is the integration of game elements like point systems,


leaderboards, badges, or other elements related to games into
“conventional” learning activities in order to increase engagement and
motivation. For example, an online discussion forum for a Physics course
might be gamified via a badge system: students might be awarded a
“Ptolemy” badge after they have made 10 postings, a “Galileo” badge after
20 postings, “Kepler” after 30, “Einstein” after 40, and so on. In ideal
gamified learning environments, students can see the online badges that
their peers have earned to create a sense of comradery or competition.
Game-based learning, in contrast, involves designing learning activities
so that game characteristics and game principles inhere within the learning
activities themselves. For example, in an Economics course, students might
compete in a virtual stock-trading competition; in a Political Science course,
students might role-play as they engage in mock negotiations involving a
labour dispute.

In short, gamification applies game elements or a game framework to


existing learning activities; game-based learning designs learning activities
that are intrinsically game-like.

Game-based learning is one teaching strategy that’s growing increasingly


popular to help students achieve their learning objectives. Especially as:

1. Students are becoming tech savvy at an earlier age


2. Educational technology companies are developing more products

And rightly so. In a 2018 study, researchers found “evidence that the use of
educational games could support and increase the mathematics learning
outcomes.” Another 2018 systematic review of game-based learning
highlighted research that found “educational games play a successful role in
terms of both a better understanding of the course content by the students
and the participation of the students in this process.”

Pratama & Setyaningrum (2018) studied that students who were exposed to the
game-based learning within problem-solving method, obtain positive effect on
cognitive and affective aspects. Through this research, it provided evidence that the
use educational games could support and increase the mathematics learning
outcome.

According to Boctor (2015), the two steps make up the process by which the game-based learning
approach facilitates learning: first, games can encourage students to integrate knowledge from different
fields and apply it to decision-making; and second, students can investigate how decisions they make
affect the outcomes of the games. Additionally, it enables students to converse with other players and
deliberate about maneuvers connected to the game; this enhances coordination, which in turn advances
social connection abilities.

Three theories are essential to the development of a game-based learning approach model: narrative-
centered learning theory, problem-solving theory, and engagement theory.

Structured learning activities are simply activities with a clear beginning and end. Visually
the students can tell what they need to do and can see how much work they have to do to
complete the activity.

Games are claimed to facilitate learning engagement on the cognitive, affective


and sociocultural levels, unlike other media providing a playful learning experience
(Plass et al., 2015).

Game-based learning is a method of obtaining new concepts and skills through the use of digital and
non-digital games (Grace, 2019). The application of games in education can foster notable
improvements in both learning and education outcomes (Kula, 2021; Syafii, 2021).
References

Plass et al., 2015


J.L. Plass, B.D. Homer, C.K. Kinzer
Foundations of game-based learning
Educ. Psychol., 50 (2015), pp. 258-283

https://considerateclassroom.blogspot.com/2014/03/using-structured-learning-activities-to.html

https://mlpp.pressbooks.pub/gamebasedlearning/chapter/chapter-1/

Pratama & Setyaningrum (2018). Game-Based Learning: The effects on


student cognitive and affective aspects. Journal of Physics. Vol. 1097. Jan.
12, 2023.

Boctor, L. (2013). Active-learning strategies: The use of a game to reinforce learning in nursing
education. A case study. Nurse education in practice, 13(2), 96-100.
https://doi.org/10.1016/j.nepr.2012.07.010

Pandey (2020). 5 Strategies for Using Game-based Learning to Drive Learner Engagement and
Motivation

https://trainingindustry.com/articles/content-development/5-strategies-for-using-game-based-
learning-to-drive-learner-engagement-and-motivation-spon-eidesign/

https://uwaterloo.ca/centre-for-teaching-excellence/catalogs/tip-sheets/gamification-and-game-
based-learning

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