Can we learn from games? Should games inform the way we teach and share our knowledge? Can games bring more to the learning experience than just “fun”?
In this blog, we’re going to consider the key concepts of games-based learning design to determine the true value of games in education, both online and offline.
What is games-based learning?
Games-based learning involves integrating elements of gaming into learning experiences — and this can be done in online/virtual or face-to-face settings.
According to Tang, et al. (2009): ‘Games-based learning takes advantage of gaming technologies to create a fun, motivating, and interactive virtual learning environment that promotes situated experiential learning.’
As modern learners are becoming increasingly entertainment-driven, many researchers are now backing the games-based approach with the belief that it can better motivate and empower learners to ‘more thoroughly engage in their learning experiences through meaningful activities defined in the game context’ (Tang, et al., 2009).
As stated by Oliveira, et al. (2022): ‘Gamification has been widely used to design better educational systems aiming to increase students’ concentration, motivation, engagement, flow experience, and other positive experiences’.
To achieve these outcomes, learning designers who adopt a games-based approach are focused on taking successful game design concepts and adapting/applying them to the learning process to create innovative, interactive, and dynamic online learning experiences that students will enjoy and remember.
The power of play in online learning
In the words of Corti (2006), ‘there is a lot more to games-based learning than simply using fun as a means to engage learners.’ Whilst enjoyment and fun are some of our core values here at WELLKNOWN, they’re not the only factors we priortise when creating engaging online courses.
The power of play is best leveraged in online learning design when the following core elements are integrated into the learning experience:
- Freedom to fail
- Rapid feedback
- Progression
- Storytelling
Stott & Neustaedter (2013)
Let’s break this down further. We’ll start by considering the freedom to fail.
The freedom to fail
The games-based approach marks a shift in focus in both online and offline education, maximising the use of formative assessment to inform and support subsequent learning.
What this means in practical terms is that learners are encouraged ‘to explore content, take chances with their decision making, and be exposed to the realistic consequences for making a wrong or poor decision’ (Kapp, 2012).
As a result, learners are invited to learn by doing. Much like a video game offers players multiple lives so that, upon failure, they can return to a checkpoint and try again, in games-based online learning environments, learners are likewise given the opportunity to make mistakes, return to each scenario to experiment with alternative approaches, and learn from the various story pathways that unfold.
As highlighted by Stott & Neustaedter, amongst others, ‘[i]ncorporating this ‘freedom to fail’ into classroom design is noted to be an effective dynamic in increasing student engagement’ (see Gee, 2008; Kapp, 2012; Lee & Hammer, 2011; Salen, 2008).
Rapid (and relevant) feedback
The second point we addressed in our list above highlights the importance of rapid feedback. As Kapp notes, ‘feedback is a critical element in learning. The more frequent and targeted the feedback, the more effective the learning’ (Kapp, 2012).
When it comes to offering rapid, relevant, and continual feedback in your online learning experiences, there are a number of tools and feedback mechanisms that harness elements of game design to support learners on their journey.
Some of these include:
- Self-paced, scenario-based exercises with real-world links
- Visual cues and corrective prompts
- Frequent question-and-answer activities (free from pressure, not impacting formal assessment)
- A progress bar that stays on screen to show learners where they’re up to
- Carefully constructed written or audio feedback that addresses common misconceptions and misunderstandings
Not all tools will be relevant for all learning contexts and audiences, but should be well thought out and used with purpose to offer true value to learners.
If you choose to work with the WELLKNOWN team on your next eLearning project, we’ll be happy to talk you through the tools and feedback mechanisms that will be most appropriate for your specific learning context.
Progression
In games-based learning, progression can be monitored and measured through the completion of levels, or “missions”.
Each level, chapter, or section of the eLearning will be designed in a way that supports learners to achieve subject mastery by increasing their understanding of key subject areas incrementally. This is known in modern pedagogy as ‘scaffolded instruction’ (Stott & Neustaedter, 2013).
Scaffolded learning involves framing, guiding, and supporting learners by organising information into logical categories in order to focus attention (Benson, 1997). Much like the players of a game will need to follow step-by-step instructions to level-up their character and achieve their mission, scaffolded learning, when designed well, equips learners in much the same way.
Storytelling
The key gameplay element that is fundamental to the games-based learning approach is the application of storytelling.
According to Kapp, ‘people learn facts better when the facts are embedded in a story rather than in a bulleted list’ (Kapp, 2012). Similarly, it can be said that people are more likely to remember the messaging and key takeaways of a lesson if they’re framed within a story structure/context.
Take the work we’ve completed for the Masood Entrepreneurship Centre (MEC) at The Univeristy of Manchester as an example. Their Key 5 library of microlessons teaches existing and potential students of the Centre that entrepreneurship is for everyone; and it does so through the power of storytelling.
By setting each of the five microlessons within a clearly defined, inventive, and logical story world – all forming part of an interactive learning experience that encourages exploration, experimentation, and reflection – Key 5 offers learners the opportunity to assess and develop their existing skill set in a way that is engaging, free from pressure, and playful.
Ready to launch your next exciting eLearning experience using games-based design?
Find out more about how we helped MEC (University of Manchester) improve engagement and attract more students to the Centre with this case study. Or, if you’re ready to learn more about how we can support you in your upcoming eLearning project, why not get in touch with our team?
References
Benson, B.K. (1997). ‘Coming to Terms: Scaffolding’ in The English Journal, Vol. 86, No. 7, Interdisciplinary English (Nov., 1997), pp. 126-127.
Gee, J. P. (2008). ‘Learning and Games’ in The Ecology of Games: Connecting Youth, Games, and Learning. Edited by Katie Salen. Cambridge, MA: Te MIT Press, 2008, pp. 21-40.
Kapp, K. M. (2012). ‘Games, Gamification, and the Quest for Learner Engagement’ in T+D, 66(6), pp. 64-68.
Lee, J. & Hammer, J. (2011). ‘Gamification in Education: What, How, Why Bother?’ in Academic Exchange Quarterly, 15(2).
Manzano-Leon, A. et al., (2021). ‘Between Level Up and Game Over: A Systematic Literature Review of Gamification in Education’ in Sustainability, 13(4), 2247.
Oliveira, W. et al., (2022). ‘Tailored gamification in education: A literature review and future agenda’ in Education and Information Technologies (vol. 28), pp. 373-406.
Salen, K. (2008). ‘Toward an Ecology of Gaming’ in The Ecology of Games: Connecting Youth, Games, and Learning. Edited by Katie Salen. Cambridge, MA: Te MIT Press, 2008. 1-17.
Stott, A. & Neustaedter, C. (2013). ‘Analysis of Gamification in Education’, Simon Fraser University.
Tang, S. et al., (2009). ‘Introduction to Games-Based Learning’, Games-Based Learning Advancements for Multi-Sensory Human Computer Interfaces: Techniques and Effective Practices, pp. 1-17.
