Let’s Play: Where will it fit?

by Jacinta Ellen Wilson

This chapter discusses the advantages of Game Based Learning in the classroom setting and the benefits that arise from student exposure.  The challenge of time constraints and teacher education in order to prepare students with the necessary 21^st century skills can easily be accomplished with the introduction of games into the learning context.

In this evolving and transitional educational realm, Game Based Learning stands as an engaging and motivational platform for students to learn, grow and develop the necessary skills in this 21^st century.  With so many advantages the tool should be incorporated into all teaching and learning environments in order to cater for an equip students in the best way possible.  It is understandable that with the demands of curriculums, pressure from systems and change in mindset, that the implementation of this learning style may cause resistance and occupy hesitance towards it.  However, pedagogically, in this modern digital age, it is imperative that students are exposed to rich, deep learning and authentic learning opportunities; of which game based learning offers.  Game Based Learning is a way to incorporate the necessary future skills for the learners, cater to the system demands of data collection and explicit teaching, as well as reimagining the pedagogy that exists within the learning environments.  Considering all of these factors, Game Based Learning stands as a strong approach for implementation and consideration for educators trying to achieve and fit the current day’s demands into their weekly timetable.

Challenges to overcome

At the helm of great change is always a range of misconceptions and barriers that must be overcome in order to move forward with the process.  Game Based Learning is no different in the way that its challenges span across the system, educators and practices. However, being aware of the possible issues and how they can be overcome, this learning style can only encourage a more positive outlook from those once opposed. Perceptions of games has begun on the back foot, prominently seen as a hub that encourages violence and anti social behaviours (de Freitas & Maharg, 2011). Parent and teachers can be influenced by the media and the misrepresentations it may offer. Their awareness needs to be raised; whether this be through extended research, or even simply more exposure in the educational setting. Games are still often perceived as a reward for positive reinforcement plans or something that can be brought out during free time or on wet days. They are rarely regarded as an important tool which can cater to and promote learning experiences (Gee & Shaffer, 2005). With increased understanding of game design and the influence it can play, educators are more likely to embrace it in their planning (Turkay, et al., 2015).  With the shift in society and digital activity becoming prominent with this next younger generation, teachers are less likely to have personal experience and ability in digital games and therefore lack the confidence to consider the concept positively (de Freitas & Maharg, 2011).  Along with the already prominent challenges of media, perceptions and lacking educator confidence; time and resources are another central obstacle in classroom environments (Renwick, 2015).  Lack of equipment in schools inhibits the notion for educators to even consider that game based learning be an option, let alone a positive approach to implement.

The changing face of education

Students learning in this modern age are exposed to a range of different aspects in their daily lives and are in need of developing the appropriate skills in order to capably interact in this 21^st century environment; beyond the walls of their classroom. To say that Game Based Learning takes too much time from the learning process and limits the content students are exposed to would be inaccurate as it generates a wealth of opportunities for students to develop the necessary skills for their future (Clark & Qien, 2016).   Game Based learning is an excellent addition to the teaching and learning program as it fosters and strengthens essential skills of collaboration, communication, critical thinking and problem solving (Miller, 2012). Being immersed in playing games, students are participating in an educational context, carefully constructed and aligned in order for students to access the required skills (deFrietas & Maharg, 2011).   Knowing the importance of developing these skills and the limitations and challenges within their environments, educators should advantage of all possible options available to combine them. With a vast range of skills that game based learning caters too, it would seem like a viable option in ensuring students of this contemporary generation were accessing the skills necessary whilst being completely immersed and engaged in their learning. In this digital age where students are accessing information and have the ability to be in consistent communication with others, the social features of game learning allow students to feel included.  The sense of belonging is an essential need for human beings and this positive element of the learning style is another reason of the benefits of this implementation (Baumeister & Leary, 1995). Regardless of the obstacles that educators may face, the outcomes of student motivation are far greater and Game Based Learning is an initiative to be embraced and implemented into the planning process.

Teaching and responding to data (and other system directives)

One challenge that educators are facing in present days is the change in system where they are gathering and responding to data, more than ever before.  With studies and directives from the likes of Lyn Sharratt, Michael Fullan and John Hattie, teachers are collecting results and planning in relation to this information (Fullan & Sharratt, 2012; Hattie, 2008).  The challenge of time is one of the greatest concerns of teachers, due to the overwhelming and increasing workload they face.  Implementing a new style or approach into their classroom that requires more time and preparation, without an easily visible assessment or result is not something they would eagerly approach without an official directive (over workload).  However, with the increasing need of 21^st century skill development and teaching for students, the perception of assessment has altered with more of a focus on growth and progress.  Sharratt looks at the effect size and growth and how explicit outcomes and instructions progress this (Fullan & Sharratt, 2012).  Hattie also considers feedback a highly integral element in the progression of student growth (Hattie, 2012).  In an age where students live through instant gratification and constant stimulation, game based learning caters to the needs required to maintain a high level of engagement (Barnes, Ferris & Marateo, 2007). Game Based learning offers students instant feedback.  It encourages players to reflect and evaluate their learning as the progress, whether it be through levels in the game, different kinds of games, or different tasks given by the teacher.  Students learn through failures and quickly try again, carefully using the decision process as they go.  Leader boards, while sometimes a negative correlation towards success, also act as a motivating tool for students to view explicit evidence of an ultimate learning goal.  The incorporation of Game Based Learning in the classroom setting is highly advantageous.  Even though current demands of data collection and response take time away from educators’ thoughtful curriculum design, Game Based Learning is one approach that should not be pushed away.  The learning style caters towards these system initiatives in more ways with feedback, evaluation and visible, explicit instructional teaching combined, it is an integral element that fits perfectly into the demands of today’s classroom and the needs of the learners.

When will it fit? Pedagogy says so!

Pedagogically, games belong in the classroom environment more than any other learning experience.  Rosas, et al., (2003) says that playing is a privileged learning experience.  It is one that is often undermined as simple and irrelevant, and not as carefully designed and implemented for effectiveness.  Play is a critical element in the development of teaching and learning programs, and should be considered by the educator as a powerful tool.  Traditional theorists back the notion of play as an integral part of student development, and the existence is should hold in an educational environment as a whole.  Vygotsky and Dewey are both theorists who address behaviour, social learning and cognitive development (Glassman, 2016).  Vygotsky states that creating and playing with others involves complex tasks and supports cognitive development in order to strengthen and attain higher order thinking skills and processes. Game based learning channels the behaviour of students through their deep motivation and engagement, while continuing to give them copious opportunities to socialise and interact with their peers and environments beyond.  This tool belongs in the classroom of any age student, as play is not simply a concept for an Early Year’s classroom but for any being who needs to be challenged and grow.  Although time is imminent in the planning process; play, or game based learning, has an integral place within it and educators can cater to their students more effectively with the implementation.

There are a range of pedagogical approaches and educational taxonomies that support the effectiveness and advantages of Game Based Learning. Although the concept of digital students and developing their awareness and skills to be able to access information platforms is important, learning through games is not a new approach.  Millians (1999) makes note that educational games have been used in the classroom for at least over thirty years and the reasons and benefits of using them then, still exist today; even if there are a few more lights, sounds and wires involved. Gagne’s (1984) theory of learning outcomes and their effects on human performance is just one way to align the productivity games play on students.  The five distinctive properties of learning outcomes cover a vast range of human activity and information procession skills. They include; intellectual skills, verbal information, cognitive strategies, motor skills and attitudes.  To witness the combination of all of these learning outcomes generated into one task may seem difficult, but when focusing on the possible outcomes of one who is exposed to Game Based learning all of these elements can be addressed with consideration to the planning process. Students are socially involved in communication and thinking processes as well as being actively engaged and motivated in developing and strengthening set skills presented.  Van Merrienboer & Sweller (2005), continue to agree with the cognitive development element and knowledge structure as an area of great strength. However, they make it clear that games need to be designed and based centrally and clearly around the desired focus point.  Another Education taxonomy that has been generated to link with the needs of the digital age is The Educational Games taxonomy. This consists of a combination of Gagne’s categories of learning outcomes (1974), Bloom’s Taxonomy of Education Objectives (1956) and Jonassen’s typology of problem solving (2000). The taxonomy breaks the games into a range of genres including linear, strategic, role playing, and competitive.  These games are then aligned with theorists to support the outcomes of the games (O’Brien, 2011). Using the tools available allows educators to envision the possibilities that games can play in their environment and how they can do so. Without vision of the outcomes, games can be seen as merely an engaging and motivational play for students and lacking the integral educational element of skills and knowledge outcomes.

For educators to realise the importance of Game Based Learning, and the process in which they can implement it with ease into their teaching and learning processes, they must first have a clear understanding of which games to choose and for what reason.  Different games allow for experiences in a multitude of ways, and cannot be simply selected on a whim, but carefully chosen and planned for (Villata, et al., 2011). It can be a simple task aligning a game, when aware of the opportunities each game brings and skills it can develop. Games can be epistemic, where the learning content is not related to the context of the game, or endogenic, where the learning and context are integrated with each other. Epistemic games don’t just allow students to learn facts and basic skills.  It does this in an innovative and authentic way where students are thinking, processing and working in real-world environments. These ‘microworld’ game experiences allow students to have opportunities to make personal connections, manipulate, create and evaluate the world around them (Gee & Shaffer, 2005). These opportunities can be embedded into a classroom environment to guide inquiry experiences for students.  With rules embedded and explicit instructions and outcomes presented, these games take engaged and motivated students on an advantageous journey in their learning (Collins & Ferguson, 1993). Ultimately, the outcomes of a game can depend on the learners, their context and how the games and learning has been facilitated. This can ensure that curriculum needs can be attended to as necessary in a fully engaged and immersed learning environment.

The modern age is evolving and so too is the educational realm in which students are working and learning in.  Although the strain of changes is placed on educators to continuously keep up with the latest trends, technologies and approaches; Game Based learning is proven as a traditional approach that incorporates play, just to a deeper level in this contemporary context. Developing necessary 21^st century future skills as well as applying traditional theorists, pedagogies and taxonomies are clear examples of how this learning style is already embedded into the teaching and learning process. The design and implementation, on the part of the educator, may be somewhat challenging but plays the most vital role in the success of Game Based Learning in the classroom.  This style of learning, with a little consideration and time, fits seamlessly with enormous advantages into any classroom context.

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