Game-Based Learning

Game-Based Learning
DEFINITION OF GAME
• “A system in which players engage in

an artificial conflict, defined by rules,
that results in quantifiable outcome”
(Salen & Zimmerman, 2004)
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DEFINITION OF GAME-BASED LEARNING
• Prensky (2001, p. 145) defines game-based
learning as the combination of “computer video
games with a wide variety of educational
content” to achieve outcomes no worse than
traditional (content-centric) instruction.
• Game-based learning refers to the borrowing of
certain gaming principles and applying them to
real-life settings to engage users (Trybus 2015).
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• game-based learning (or GBL) is a practice that relates to the
use of games to enhance the learning experience. In this case,
the game becomes part of the learning process, and it is aimed
at teaching a discrete skill or specific learning outcome while
giving learners an engaging experience.
• Game based learning describes an approach to teaching, where
students explore relevant aspect of games in a learning context
designed by teachers. Teachers and students collaborate in
order to add depth and perspective to the experience of
playing the game.
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EXAMPLES:
• Strategy games require players to engage in
strategic and critical thinking by decision-
making and acting within complex situated
environments where outcomes are typically
unknown. They require learners to consider
and understand complex relationships
between important variables within the game
to improve their chances of success. Games
like Pinoy Henyo and Battle of the Brain. 5
• Pinoy Henyo is a game of the longest running noontime show in the
Philippines, the "Eat Bulaga". Everyday, three teams two players each
must guess the word they before or within the time limit. The guesser must
only reply Oo(Yes), Hindi(No) and Pwede(Can Be).
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• Roleplaying games require learners to assume or create
new identities within an overarching narrative. Players take
responsibility for progression through the game which typically
requires both collaboration and competition to be successful.
Games like
• Sandbox games offer a largely open-ended environment in

which players are free to explore and experiment with
minimal constraints. Example:
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• Simulations are another form of game-based learning that can provide
both accessible and realistic learning experiences. Within a simulation, “a
player learns to think critically about the simulation while at the same
time gaining embedded knowledge through interacting with the
environment. By allowing the player to take on new identities, solve
problems through trial and error, and gain expertise or literacy” (Annetta,
2008, p. 233). Games like
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WHAT MAKES GBL THE BEST METHOD?
• increase collaboration
Beck and Wade (2006) propose that game-based learning
can provide a context that allows students to immerse
themselves in complex, problem-solving tasks. Complex
problem solving requires expertise, social networking, and
collaboration where gamers are able to: rapidly analyze
new situations; interact with characters they do not really
know; solve problems quickly and independently; think
strategically in a chaotic world; and, collaborate
effectively in teams .
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• promote 21st century skills
Researchers emphasize that “play” promotes a
twenty-first-century cultural skills and dispositions
necessary to work with others in current and future
situations -critical thinking, creativity, self-control,
empathy, negotiation, communication,
collaboration, problem solver, open-minded,
flexibility, and organizational skills(Brown, 2010;
Pink, 2005; Jenkins, et al 2007, Wagner, 2012).
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Moreover….
• The learning, including assessment, is contextualized, and is embedded
within the game. The game is structured around clear and progressively
challenging goals that lead to predictable and desirable outcomes.
Learners attempt to pass levels, complete tasks, or master an area of
content to continue participation or advancement in the game. The
problems are ordered so that the earlier ones are designed to support
players forming hypotheses that will work for subsequent, harder
problems (Gee, 2006).
• Learners have a high degree of control over their actions within the game
environment. Players essentially co-design games through their ability to
impact the virtual environments through their actions and choices. Some
games move beyond interactivity to creation. Players can actively modify
and create extensive features of their experiences.
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• Learning is active and experiential. Its design relies on
learning by doing through interaction, exploration and
the consideration of relationships within multi-modal
simulated environments. Virtual worlds, often based in
fantasy and fictional narratives, provide compelling
contexts for role playing to occur.
 Intense fun and engagement largely drive participation.
The experience is designed with engagement as a
primary concern. While traditional education focuses of
content, good games focus on engaging the learner with
achievable challenges which require an understanding of
targeted content to overcome.
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• Learners receive immediate and constructive feedback which
helps shape and inform their subsequent actions and decision
making. Risk-taking is promoted by games by lowering the
consequences of failure and providing a safe space to explore.
The “low-stakes “failing forward” design of most games allows
students to learn from their mistakes and grow.” (Crocco,
2011, p. 28).
• Learners can assume existing identities or create entirely new
ones. Learners become “committed to the new virtual world
in which they will live, learn, and act through their
commitment to their new identity” (Gee, 2006, p. 5).
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 Learners can customize their experience by choosing different
characters, adjusting the difficulty, and solving problems with
unique solutions.
 Information, verbal or text, is provided when it is relevant to the
context that learners are engaged in. Its consideration and
understanding is essential to success within the game. The
meaning of the information provided is also situated within multi-
modal gaming experiences. (Gee, 2013)
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• Games include social elements that allows players to
collaborate both inside and outside the game. Learners can
demonstrate their ability and share their knowledge of the
experience with other users. Opportunities for informal forms
of mentorship are available through participation in affinity
groups.
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What are some of the definitions of game and game-based learning mentioned?

What are some examples of games discussed for game-based learning?

Game-Based Learning

• “A system in which players engage in

• Sandbox games offer a largely open-ended environment in

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