My (Evolving) Statement About Game-Based Learning
Game-based learning is more than can be seen on the screen.(Gee, 2012.) The combination of design and instruction are equally important in a game-based learning environment (Becker, 2011, p.81). It is the active engagement and collaboration of students and teachers (players), in an online and offline learning environment to play/work towards a goal so that learning is achieved(Becker, 2011, p.82). The learning is encouraged through a serious game with the provision of transparent data, whether by the achievement of experience points or levelling up (Andersen, 2012). Teachers need to understand the complexities of the game to be able to assist and give feedback to those students who need extra scaffolding. Students need to provide feedback to the teacher about their game-based learning experiences (Andersen, 2012). Most importantly though, it allows students the opportunity to fail in a fun and rewarding way as they persist to achieve their end goal of learning.
It would seem then, game-based learning is one way to work towards building an educational community of practice. The most appropriate tools for game- based learning are chosen according to the context and learning needs of the students. While there are some rules, either implicit or explicit(Becker, 2011, p.81), there is still an element of choice, the ability to create, problem-solve within the game.
Andersen, P. (2012). Classroom Game Design TEDxBozeman Retrieved from: https://www.youtube.com/watch?v=4qlYGX0H6Ec
Becker, K. (2011). Distinctions between games and learning: A review of current literature on games in education. InGaming and Simulations: Concepts, Methodologies, Tools and Applications (pp. 75-107). Hershey, PA: . doi:10.4018/978-1-60960-195-9.ch105
Gee, J. (2012). Learning With Video Games. Retrieved from: https://www.youtube.com/watch?v=JnEN2Sm4IIQ