Blog 9 - Game-based learning

Games and Learning 

Because game elements may be developed to motivate players, facilitate a wide range of activities at various levels of difficulty, and record the player's behavior in a log file for future analysis, games have been deemed a potentially valuable and effective medium for learning and cognitive growth (Mayer, 2014; Plass, Homer, & Kinzer, 2015). Learning, according to most academics, is a multifaceted construct that includes learning skills, cognitive learning outcomes such as procedural, declarative, and strategic knowledge, and attitudes. The game-based learning approach is widely employed in formal education, particularly in military, medical, and physical training. (Pivec et al., 2003)

Between the game cycle and the achievement of the learning outcomes, there is a debriefing phase. Debriefing establishes a connection between simulation and reality, establishes a link between game events and real-world occurrences, and connects gaming experience and learning. This component of the paradigm relates to the “doing, reflecting, comprehending, and applying” process of study in a game, as [Kolb et al., 71] have noted.

The game should be engaging enough for the learner to repeat cycles within the context of the game. The learner is supposed to elicit desirable behaviors based on emotional or cognitive reactions that arise from contact with and feedback from gameplay while repeating a task, such as playing a game. (Pivec et al., 2003)

Reference

Pivec, Maja, Dziabenko, Olga, Schinnerl, Irmgard. (2003). Aspects of Game-Based Learning. Graz, Austria, July 2-4, 2003.