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Games-Based

Learning Approaches

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Games-based learning approaches can be used

to supplement existing learning approaches orcan be integrated into existing curricula as anextension to current e-learning systems.

Early games-based learning project such asBECTas Computer Games in Education (CGE)project, the UNIGAME project and MITsEducation Arcade (Games-to-teach Project)use computer games as a supplement toexisting teaching practices.

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Games-based learning are designed as a

form of persuasion to raise learnerscuriosity and interest, and subsequentlytransform them to become activelearners.

For effective learning to take placeteacher play a significant role in managing

this environment when using the gamesparadigm (BECTa, 2006)

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Games-based learning is used as aplatform mostly for applyingconcepts to practice, practicingprocedures and perfecting the skillswithin a certain area.

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Advantages

Encouragement of learners to take aproblem solving approach in learning (Khoo& Gentile, 2007)

Increasing Learners understanding of asubject area ( Laughlin, Roper, &Howell,2007)

Increased retention of information

through learning by game-playing (Roussou,2004)

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Younger learners can learn ICT skillsthrough game-playing that are necessaryin the 21st century workforce (BECTa,2001)

Fostering collaborative learning among

peers (Hamalainen, 2008; Sugimoto, 2007) Building learners confidence and helping

students with learning impairment such asdyslexia to learn (Aguilera & Mendiz,2003;Dziorny,2007)

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Promotes deep learning by arousing

learners curiosity on certain subjects(Gee,2003)

Transforming entertaining play toproductive play and extending learning into

gaming (Pearce, 2006)

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Disadvantages

Games-based learning can be a costeffective approach to conduct

Can offer mistakes friendly for example

promote aggressive behaviour (Andersonand Bushman,2001)

Some students might exploit suchenvironment as a playground

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Challenges

Requires teacher to have access tocomputers with gaming specification(usually a high-end-machine), technicalsupport, familiarity with the games-based

learning content, adequate preparation.

Require a huge budget and such financial

barriers have been a major challenge formany teachers who intend to adopt it.

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Designing games-based learning content

is another challenge that requiresrigorous designplay-test-evaluatecycles

The duration of the game-paly sessionmay also be an issue as lessons are

typically scheduled in slots of no morethan one hour.

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Suggestion

The Federation of America Scientist(FAS), 2006 has identified two focusedarea:

i) Design of games-based learning content

ii) Adaptation of simulation to learningenvironment

Both will drive games-based learning

forward.

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The education sector may considercollaboration with industry partners tojointly develop games-based learningapplication.