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Definitions of game-based learning mostly emphasize that it is a type of game play with defined learning outcomes (Shaffer, Halverson, Squire, & Gee, 2005). Usually it is assumed that the game is a digital game, but this is not always the case. A corollary to this definition is that the design process of games for learning involves balancing the
Between games, a debriefing process and a review of learning outcomes should be implemented (Mozelius & Hettiarachchi, 2017). Post-game debriefings allow the teacher to establish a connection between the game and the real world. It also creates an association between occurrences within the game and those of real life, thereby
The gamification of learning is an educational approach that seeks to motivate students by using video game design and game elements in learning environments. [1] [2] The goal is to maximize enjoyment and engagement by capturing the interest of learners and inspiring them to continue learning. [3] Gamification, broadly defined, is the process ...
Educational games are games explicitly designed with educational purposes, or which have incidental or secondary educational value. All types of games may be used in an educational environment, however educational games are games that are designed to help people learn about certain subjects, expand concepts, reinforce development, understand a historical event or culture, or assist them in ...
One commonly recurring challenge the teacher tackled during gaming sessions was to bridge the gap between the game content and the details of the subject matter the game is intended to teach. By necessity, games often make compromises in physical-, task-, and functional fidelity (Liu, Macchiarella & Vincenzi, 2009).
Games-based learning involves instruction with realistic game experiences (Cicchino, 2015). This action research study explored game-based learning as fifth grade mathematics students completed a brief unit on ordered pairs utilizing game-based lessons.