Game-Based Learning (GBL) can make learning enjoyable, make your classroom interactive, and even get your students excited about learning! Game-Based Learning uses competitive exercises, either placing students in a competitive setting against another student or simply having them set a goal against themselves. Most games have a mythical portion which helps grab students’ attention at first (Teed). Educational games can be for one players or for a group of players. They can also be online games or in a realistic setting (Johnson, Levine, Smith, & Haywood, 2010). Not only does the incorporation of learning with gaming make learning more fun, it also stimulates students to learn, immerses them in the material so they learn more efficiently, and encourages them to learn from their errors. The highest potential of games for learning lies in their ability to promote teamwork and connect students deeply in the process of learning.
The growing use of entertainment software as an educational tool was highlighted in the September 19 edition of the Sunday New York Times Magazine article Learning by Playing: Video Games in the Classroom. The paper highlighted Quest to Learn, because the school has used computers and video games in almost every part of their classroom in an effort to "support the digital lives of young people and their capacity for learning." The fact that the power of games in education will continue to grow was discussed by neuroscientist Paul Howard-Jones who told the Times that 30 years from now "we will marvel that we ever tried to deliver a curriculum without gaming” (Corbett, 2010).
When you look into the future of our educational system in America UK
It appears that the challenge for educators has been to find games that teach academic concepts in an entertaining yet educational way. Mangahigh.com looks to have been successful in balancing these two essentials. I can see that students would enjoy playing these types of games in class or as homework. Young people spend so much time online, yet it will be great if they can spend that time playing games that are really enhancing their math or other key subjects. The truth is that the recent generations of students in grades K-12 have lived their entire lives with access to technology — not only computers, but also digital music and video players, cell phones, video games, and a host of other gizmos that require technology.
“Studies into educational games and their ultimate learning goals reveal some fascinating trends (2010 Horizon Report: The K12 Edition).” Researchers have discovered that educational content is often embedded into the game, and sometimes students don’t even recognize it as an educational game, rather thinking they are just playing a fun, interactive arcade game on the computer.
Many people view games as a waste of time, and a negative experience for children. Most the time the people that few the games negatively don’t really have the knowledge necessary to actually participate in the games and instead are fearful of technology in general. Non-gamers in particular have high fears about game addiction and desensitization to, or instigation of, violence. While violence is still common in games targeted at boys and men, new models of play targeted at wider audiences are changing this. Still, it will likely take some time for game stereotypes to catch up (Klopfer, Osterweil, & Salen, 2009).
Game-Based Learning incorporates several different components to make it the most beneficial. Game-based learning involves activities that can range from completing very simple tasks to the development of complex problem-solving skills. The following information should be taken into account when teachers are selecting games for students: Students’ age, characteristics, gender, competitiveness, and previous gaming experience. The game’s target age level. Special needs. Would students with disabilities be left out? Gender and racial diversity. In its choice of characters, language, or situations, does the game offend or slight any particular group of students? Number of players. How many students can play at one time? Will too many be left sitting on their hands? The role of the teacher. Passive observer or active participant? Additionally, teachers should consider whether the game will cause too much competitiveness, if it will be ongoing, and the effectiveness of the difficulty level. There are a few necessary components required for effective game-based learning. The games must keep learning and engagement at a high level. Rules and goals are also important components of a strong game-based learning program. Teachers must make the outcomes of the games clear and provide immediate feedback. Students should have an interactive role not only with the game, but with other students as well (Coffey).
After researching Game-Based Learning it appears that there has been a huge surge of interest amongst education professionals, game companies, learners, employers, parents, public sector agencies and technology providers over the last 5 years. It is a very different perspective of learning, but with technology changing so quickly, the efforts to integrate games into the curriculum are a must.
I strongly believe, based on my experience and research, that Game-Based Learning is a new and important way for many people to learn, but it is by no means the only way to learn. There are plenty of things that people are motivated to learn without games, and plenty of people who do not prefer games as a way to learn. I personally believe that Game-Based Learning meets the needs and learning styles of today's and the future's generations of learners. Game-Based Learning is motivating, because it is fun. Game-Based Learning is enormously versatile, adaptable to almost any subject, information, or skill to be learned, and when used correctly, is extremely effective.
Works Cited
2010 Horizon Report: The K12 Edition. (n.d.). Retrieved October 17, 2010, from http://wp.nmc.org/horizon-k12-2010/chapters/game-based-learning/
Blue Duck Education Ltd 2010. (n.d.). Retrieved October 17, 2010, from Fun Math Games: http://www.mangahigh.com/en_us/
Coffey, H. (n.d.). Learn NC. Retrieved October 17, 2010, from Digital Game-Based Learning: http://www.learnnc.org/lp/pages/4970
Corbett, S. (2010, September 15). New York Times. Retrieved October 17, 2010, from http://www.nytimes.com/2010/09/19/magazine/19video-t.html?_r=3
Johnson, L., Levine, A., Smith, R., & Haywood, K. (2010). Key Emerging Technologies for Elementary and Secondary Education. The Education Digest , 36-40.
Klopfer, E., Osterweil, S., & Salen, K. (2009). Moving Learning Games Forward: Obstacles opportunities, and openness. Education Arcade , 1-55.
Teed, R. (n.d.). Stating Point. Retrieved October 17, 2010, from http://serc.carleton.edu/introgeo/games/
