Lit Review: Game-Based Learning
Overview
This literature review looks at the impacts of game-based learning in the classroom, specifically how it impacts student engagement and student achievement.
Literature Review: Game-Based Learning in the Classroom
Alyson Sten
Fairfield University
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Abstract
The purpose of this literature review is to analyze the effectiveness of game-based learning (GBL) in the classroom. Beginning with how game-based learning is defined and the different gaming principles, we will review current research to understand and evaluate its effectiveness in student engagement and student achievement. Over the past decade, game-based learning has grown tremendously in the classroom. According to Jan and Gaydos (2016), if you considered using digital games to help students learn in 2003, people would have thought of you as a “maverick and unconventional.” Today, even though game-based learning is more widely known, and used by many teachers, clarifications on game-based learning are vital for moving forward (Jan & Gaydos, 2016). In fact, a survey published by the Games and Learning Publishing Council shows that 55% of nearly 700 teachers have students play games at least weekly (Takeuchi & Vaala, 2014). However, a closer examination into the types of games and more importantly, the outcomes on student learning are necessary when considering GBL for the classroom. The goal of this paper is to shed light on what game-based learning is, and isn’t, and why it might be a good choice for student learning.
Defining Game-Based Learning
Game-based learning refers to the borrowing of certain gaming principles and applying them to real-life settings to engage students to achieve learning outcomes (Trybus 2015). However, there is a difference between gamification and game-based learning. Gamification is the integration of game elements like point systems, leader boards, or badge systems to typical learning activities. On the other hand, game-based learning involves designing learning activities so that game principles and characteristics are embedded within the learning activities themselves. Research shows that both gamification and game-based learning promote student engagement and motivation in learning, however, they do not necessarily result in improved learning outcomes (Chen & Hwang, 2014), we will discuss this more in-depth later in the paper. Games feature elements may include rules, goals, interaction, feedback, problem-solving, competition, story, and fun, though not all of the elements are needed to successfully gamify a learning activity. (Vandercruysse, Vandewaetere, & Clarebout, 2012). Jan and Gaydos (2016) have defined four types of games for learning based on the major reasons they are used to help people learn. The first, motivation games, has the fun element associated with it and no doubt has a high impact on student engagement, however, “it is often equivocal if students are really learning,” for example, “enhanced motivation can be the result of having more freedom to chat with other or being able to deviate from routine tasks” (Jan & Gaydos, 2016). The second type, drill and practice games, are seen more regularly in the mainstream classroom because of their close alignment to mainstream curriculum and instruction. However, they are not designed for learning new concepts and have little to do with higher-order thinking skills. The third type, content mastery games, are similar to drill and practice in that they closely align to mainstream curriculum and instruction models, however, they differ in that they address more challenging issues, like misconceptions in their game design. Finally, the fourth type, 21st-century competency games, situates players in authentic contexts with genuine problems and are informed and designed by cognitive science and context-laden learning theories. However, this game type is more challenging to take up in mainstream schools. One reason may be that teachers might not have the expertise to use them (Jan & Gaydos, 2016).
To further understand game-based learning and consider and evaluate its effectiveness in the classroom, we must understand the different ways in which GBL is conceptualized. Jan and Gaydos (2016) synthesize this in three different ways. The three models: (1) GBL as a learning approach driven by game technologies, (2) GBL as a pedagogical approach informed by game design concepts, (3) GBL as a learning approach driven by both game technologies and corresponding pedagogies. When game-based learning is a learning approach driven by game technologies, learning takes place as a result of gameplay. The criticism of this concept is that it is not as suitable for mainstream schools and better for self-directed learning because of its place of play and learning style. When game-based learning is a pedagogical approach informed by game design concepts, learning takes place in gamified learning activities. When game-based learning as a learning approach driven by both game and technologies and corresponding pedagogies, learning takes place as a result of the game and associated activities, such as guidance and scaffolds from teachers, interactions with peers, and other sources. The criticism of both of these concepts is that there needs to be more teacher training to advance teachers’ design expertise.
Impacts on Student Engagement
The motivational psychology involved in game-based learning allows students to engage with educational materials in a playful and dynamic way. Game-based learning is not just creating games for students to play, it is designing learning activities that can introduce concepts, and guide users towards an end goal through the use of competition, points, incentives, and feedback loops (Pho & Dinscore, 2015). These concepts have become increasingly popular as a way to engage students in learning. Willis (2011) refers to this type of engagement from game-based learning as the dopamine motivation. “The popularity of video games is not the enemy of education, but rather a model for best teaching strategies” (Willis, 2011). For example, games can insert players at their achievable challenge level and reward player effort and practice with acknowledgment of incremental goal progress, not just the final product. Willis (2011) explains the fuel for this process is the pleasure experience related to the release of dopamine.
Some teachers use games in the classroom because students, being digital natives and growing up with interactive media, are simply far less interested in texts and graphics that they cannot interact with (Jan & Gaydos, 2016). Research suggests that games can foster higher intrinsict motivations in game-based environments and motivate students to learn through competition (Burguillo, 2010). While appealing to a digitally native generation is one theory for the high impact GBL has on student engagement, one study set out to find out what specific indicators and game design elements have a positive effect on student engagement or enjoyment in a GBL environment. Wang and Lieberoth (2015) used the game Kahoot! To study the effects of points and audio on concentration, engagement, enjoyment, learning, motivation, and overall classroom dynamics. Based on the observations in the four different classrooms studied, the use of audio in Kahoot! had the largest impact on classroom dynamics in terms of interaction, response, and spirit. The audio and music produced more energy in the room, and opened up for a more interactive environment, revealing a significantly positive relationship. The best effect on classroom dynamics was achieved through the combination of both points and audio/music and points alone, while still positive, had more of a limited positive impact. The results show that variation in the use of audio and points had a significant difference for concentration, engagement, enjoyment, motivation and engagement (Wang & Lieberoth, 2015).
While the study conducted by Wang and Lieberoth, and like many others, examine players’ interests and/or attitudes towards game-based learning using questionnaires, another study conducted by Hsieh, Lin, and Hou (2015) sought out to research specific behavior and engagement patterns for primary students in a game-based learning environment. Their study “visualized the learning process and provided evidence that the game can consistently increase student’s engagement in the game-based learning environment (Hsieh, Lin, and Hou, 2015). Results from the study demonstrated that both male and female students exhibited the same sequential behaviors, such as expressing frustration, murmuring continually, or smiling. Differences were also observed, for example, male students often demonstrated more engaged behaviors with continuous self-conversations, not as present of a behavior in female participants. Both male and female students presented both verbal and nonverbal behaviors when they were confused.
The study conducted by Hsieh, Lin, and Hou (2015) should be of particular interest to both educators and researchers. Its findings and methods for observing how students respond to conflicting questions during gameplay can provide insight and an important modeling opportunity for educators to supply appropriate scaffolds for students. This may also help educators and researchers to develop better gaming mechanisms to help students engage in meaningful learning (Hsieh, Lin, Hou, 2015).
Impacts on Student Achievement
While a positive relationship exists between student engagement and game-based learning, the correlation between student achievement/learning outcomes and game-based learning is slightly more ambiguous. According to research by Chen and Hwang (2014), game-based learning is an effective approach in promoting students’ learning motivation, however, recent discoveries have found that game-based learning might not be as significant in student learning outcomes if they are developed without embedding appropriate learning strategies. Perhaps one of the most effective strategies is prompting, according to Yang, Chu, and Chiang (2018). Chen, Zhang, Qi, and Yang (2020) echo the same sentiment through their research which examines the extensive work that needs to be done in order for teachers to effectively carry out game-based learning in the classroom to yield positive student learning outcomes.
It is not to say positive relationships between game-based learning and student achievement do not exist, they most certainly do, the above research just suggests certain factors need to be in place in order for game-based learning to be more than just a high impact on engagement. Hwa (2018) research on primary school children ages seven to nine, indicates that digital-game based learning is more effective than traditional classroom-based learning in acquiring mathematical knowledge.
Conclusion
Game-based learning has a transformative power to disrupt a textbook learning culture and is a more promising approach to developing necessary 21st-century skills. In a society that allows many to become content area experts without formal education and with content knowledge and information so readily available and quickly changing, one’s ability should not be defined on what they know. Instead, Jan & Tan (2013) believe emphasis should be placed on the ability to construct new knowledge, solve problems, collaborate with others, organize activities, and manage communities. Research shows that there is a positive relationship between game-based learning environments and student engagement. Perhaps, instead of seeing this as “only engagement” we need to understand the bigger impact this can have for 21st-century skills and how we currently define “achievement” as it relates to GBL. An overarching theme throughout all the research is the need for training, such as teacher education and on the job professional development, around GBL. In a textbook-learning culture, teachers are considered content experts who deliver content knowledge. Through game-based learning, teachers can help facilitate 21st-century skills and learning by guiding students to develop higher-order thinking and social skills through practices and processes, such as inquiry with intentionally game designed contexts.
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