Games-Based Learning

Games-Based Learning

Games-Based Learning (GBL) is a pedagogical approach that uses game mechanics, narratives, and interactivity to create immersive, experiential, and engaging learning environments. It supports both cognitive and affective learning by aligning gameplay with educational objectives and assessment strategies. 

Alternative/linked methods: Serious Games, Gamification, Simulation Games, Transformational Play 

Why?

• Enhances Motivation: Games stimulate attention, relevance, confidence, and satisfaction (ARCS model; Keller, 1987; Jääskä et al., 2022). 
• Promotes Deep Learning: Through problem-solving, experimentation, and reflection (Dicheva & Hodge, 2018). 
• Enables Active Learning: Students learn by doing, making decisions, and receiving feedback. 
• Supports Skill Development: Especially in complex domains like project management, programming, and systems thinking. 

How?

• Define learning outcomes and align them with game mechanics. 
• Introduce game mechanics and context to students. 
• Provide tutorials or practice rounds to familiarize students with the game. 
• Engage students in tasks aligned with learning goals during gameplay. 
• Conduct debriefing sessions to connect gameplay to academic content and reinforce learning through reflection. 

When?

• Concept Introduction: Use games to scaffold abstract or complex topics (e.g., stacks, project risk). 
• Skill Practice: Reinforce procedural and decision-making skills. 
• Assessment: Use embedded or external assessments to evaluate learning outcomes. 
• Capstone Projects: Simulate real-world challenges in final-year modules. 
• Motivation Boost: Re-engage students in traditionally dry or difficult subjects. 

Get Started

• Adapt “How to Fail Your Research Degree” board game for postgraduate research skills. 
• Use RPGs or puzzle games to teach problem-solving and critical thinking. 
• Apply the GBAF (Game-Based Assessment Framework) to design assessments for existing games or simulations. 

Digital Enhancement

• Use platforms like Kahoot! or Minecraft Education Edition. 
• Integrate with Moodle using H5P, SCORM-compliant games or xAPI tracking. 
• Facilitate collaborative gameplay in breakout rooms or virtual worlds. 
• Analyse gameplay data for formative or summative assessment. 

Resources

• Dicheva, D. and Hodge, A., 2018. Active learning through game play in a data structures course. Proceedings of the 49th ACM Technical Symposium on Computer Science Education (SIGCSE ’18), Baltimore, MD, USA, 21–24 February 2018. New York: ACM, pp.834–839. 
• Horvat, M. et al. (2022) “An overview of digital game-based learning development and evaluation models,” in 2022 45th Jubilee International Convention on Information, Communication and Electronic Technology (MIPRO), pp. 717–722. Available at: https://doi.org/10.23919/MIPRO55190.2022.9803333.
• Hu, Z. (2024) ‘Game-Based Learning: Alternative Approaches to Teaching and Learning Strategies in Health Sciences Education’, Educational Process International Journal, 13.
• Jääskä, E., Lehtinen, J., Kujala, J. and Kauppila, O. (2022) ‘Game-based learning and students’ motivation in project management education’, Project Leadership and Society, 3, pp. 100055.
• Udeozor, C., et al. (2023). Measuring learning in digital games: Applying a game-based assessment framework. British Journal of Educational Technology, 54(1), 45-60.
• Zhang, J. and Hu, Z., 2024. Advancing game-based learning in higher education through debriefing: Social constructivism theory. Journal for the Education of Gifted Young Scientists, 12(1), pp.15–27.