Game Based Learning
Game Based Learning
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
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.
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
https://considerateclassroom.blogspot.com/2014/03/using-structured-learning-activities-to.html
https://mlpp.pressbooks.pub/gamebasedlearning/chapter/chapter-1/
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