What is Game Based Learning ? Part 1

What is Game Based Learning ? Part 1

Date:15th Sep 2020/Tuesday 

This blog post is also inspired from my online course with #ISTE about game based learning. We will look into game mechanics and game dynamics, explore how brain activity is affected through games, understand the difference gamification and game based learning, define the purpose of game based learning, and make a case for introducing games in all levels.

So lets begin by exploring what is game based learning? game based learning occurs when the students/learners reach or meet their learning objectives by playing a game, by being part of a game. For example students play a board based game in class, and learn the topic or concept through the game, students engage in immersive learning experience like learning math through mine craft, or building a city architecture in mine craft,  practice literacy skills in Reading Eggs, learn mapping skills in an interactive mapping

skill activity online and so on.

Gamification on the other hand means introducing rules, points, quests, assigning badges (adding game mechanics) to make games more fun, engaging and challenging, in other words applying elements of a game design to a non traditional game setting. This is different from game based learning where the player is in the game. For example a teacher can use badges to acknowledge students accomplishments, teacher can use a points chart to show progress of students work in class, she can set rules for students responding in class, to take turns and assign score.

Why do we need games and how would adding games will make the learning experience more meaningful ? do games bring in curiosity? enhance interactive learning? provide opportunities for multiple types of interaction? Cate Tolnai says that by introducing games we can bring curiosity and entertaining moments in the learning, because games stimulate dopamine production (happy hormone), stimulate the hippocampus (brain area linked to memory) and these games also prepare the brain to learn. What are the other ways to bring curiosity in the classroom? the instructor can model being curious in the classroom, focus on questions and not answers, let students lead the discussion, instead of feeding in the discussion, provide lesson hooks that make students ponder and think, break learning into chunks that students can choose themselves and explore at their own pace. 

Think for a moment of the games you might have played in your childhood, for example Jigsaw puzzles, Nintendo, Mario, Dominoes, Pac Man and so on. How did you feel while playing the games? did you feel motivated? how did you feel when you were losing the game or winning the game? what kept you continue playing? what motivated you to keep going?what do you experience while your being part of the game and are actually playing the game? you go through two experiences i.e. game dynamics and game mechanics. Game mechanics are the actions, behavior and control mechanisms available to the player that actually gamify the non traditional elements of the game and the gaming environment. These are designed by the game designer. These can include cards, random order, matching pairs, collecting pairs and guessing. Game dynamics include the players emotions, player behavior and reactions reinforced by game mechanics. These can include curiosity, surprise, delight, success, failure and perseverance. So, when you design games and bring in game mechanics, you are actually gamifying the learning experience. And by bringing in game dynamics you are introducing game based learning in the classroom. 

Now think what is that you learn from the game that you would not learn from an ordinary traditional lesson ? what is in the game that intrigues you? why your chances of learning the content are more stronger while playing a game than just skimming through text? is there a problem hidden in a game that you need to solve? does the game provide opportunity for trial and error? does the game provide opportunity to fail? and make mistakes? does the game let you play at your own pace? does the game provide any help?does the game provide any constructive feedback that helps you move forward? does the game provide a low floor (entry point) and a high ceiling (opportunity to excel for every learner) in the game? if yes then you are playing a well designed game and if no then you must reconsider playing the game. So, a game which provides opportunity for productive struggle leads to deeper learning and a game which does not provide opportunity for productive struggle leads to shallow learning. By productive struggle we mean, the learner keeps trying amidst challenges, and amidst the fact he/she fails at some levels. The learner persists in their struggle till they achieve their goals.

Research says that both structured and unstructured play actually help build learners confidence and provides them the opportunity to connect with the content, interact with their peers and instructors, build their perseverance.

There are a number of reasons to introduce games in the middle school, for example students can get a taste of real life problems, work like entrepreneurs,  they can explore real life situations using simulators and try out how it works, Car Mechanic Simulator helps students understand the workings of the car. The Duo lingo app helps students communicate in a foreign language, Little Mouse Encyclopedia and Kernal Space program help you explore a rural village and a space station.

Lets explore a little further about the 4Cs of game based learning and the rubrics used to assess game based learning. We know that we can empower students through games by giving them voice, choice and opportunity to try again and again. They should be able to process information in their own way. They must be given opportunity to play, have fun and learn through games. So what should be included in the rubric? a few things that I came across in the course included type of activity , speaking (what sentences are you looking for in the conversations among students, what sentences can you share with them), listening (how do you define listening ? body gestures?), movement (can students move into the classroom?), productivity (what products will students create at the end of the activity? would they be provided formative feedback?), social interactions (how do students interact with each other, do they work in groups? how do they share ideas?). The 4cs of game based learning include 4 elements, these are choose, clarify, connect and celebrate. Learners have the choice in the learning process and product, they choose their own paths and these could be differentiated, learners reflect on their growth in real time (they talk about their skills in class among peers, they have an edge over some skills, learners build relationships through goals, skills and interests, when students and teachers have positive relationships it reflects in positive student outcomes, learners have the opportunity to celebrate both process and mastery of learning.

So when you choose games, think of the rubrics and the 4Cs of game based learning and how these games are actually empowering learners. This will help you choose well designed games. Think of the 4 questions (problem solving, trial and error, make mistakes, does it provide feedback? does it support and help you move forward)

Enjoy reading till my next blog post soon about exploring game based learning part 2 soon InnShaaAllah.

Regards and prayers

Sheeba Ajmal

References:

1. Game on - Re imagine learning through game play, https://www.iste.org/learn/iste-u/learning-through-gameplay, accessed online 15th Sep 2020