RSA 4: Game-Based Learning

Game-Based Learning

Game-Based Learning (GBL) is a mode of learning that incorporates competition and play to teach a specific concept or further develop skills.  Students are given the opportunity to play a game that incorporates the learning objective and engages the students in the learning process by using competition.  In this format, teachers are there to support students through the learning process and guide them as they develop problem-solving skills throughout the game (Teed, 2014).

The benefits to GBL are that it engages students quickly and it teaches skills that are applicable in everyday life.  According to Kevin Corbett (2012), “They learn to recognize patterns, plan ahead, predict, make decisions, act, and most importantly, learn from experience.”  Using educational games teaches students how to make quick decisions, develop their visual literacy and how to work well on a team (Klopfer, Osterweil, Groff & Haas, 2009).

Comparison

While GBL can draw in a student and provide a way for students to learn while developing problem-solving skills, there are some disadvantages to GBL.  According to Justin Marquis, digital game-based learning can promote isolation and shorten attention spans (2013).  To counteract this, teachers can incorporate games that facilitate socialization and teamwork.  While it may have these negatives tied to GBL, incorporating games into the classroom can play off of students’ natural interest in games and digital competition (Marquis, 2013).

While these disadvantages exist, when executed well, GBL can provide many more positive additions to the learning environment.  GBL allows students to explore real-world scenarios and problem-solve without real-world risks.  It allows students to make mistakes and learn from them.  These skills can then be transferred to real life, where students have more skills to navigate issues in the future (Trybus, 2014).

Classroom Relevance

This type of learning can be incorporated into counseling lessons fairly easily.  As counselors, we work to develop a student’s academic skills, social/emotional knowledge and college/career readiness.  All of these can be taught through GBL because it allows students to “practice” real-life scenarios.  An example of this is through the Career Explorer Game provided by the University of Nebraska (2011).  This game allows students to walk through real-life scenarios and decisions.  It asks students to choose their level of schooling and future career, while adding in relevant roadblocks and problems for students to solve.  This game is a great way for students to make risk-free decisions and learn from them.

References

Corbett, K. (2012). Non-digital game based learning. Retrieved from http://kevincorbett.com/non-digital-game-based-learning/

Klopfer, E., Osterweil, S., Groff, J. & Haas, J. (2009). Using the technology of today, in the classroom of today. The Education Arcade: Massachusetts Institute of Technology. Retrieved from http://blackboard.cuchicago.edu/bbcswebdav/pid-1495153-dt-content-rid-4929408_2/courses/5352-5356.201520/Week6-reading-Klopher-edt6030-v14.pdf

Marquis, J. (2013). Debates about gamification and game-based learning (#GBL) in education. Classroom Aid. Retrieved from http://classroom-aid.com/2013/04/07/debates-about-gamification-and-game-based-learninggbl-in-education/

Teed, R. (2014). Game-based learning. Starting point teaching entry-level geoscience. Retrieved from http://serc.carleton.edu/introgeo/games/index.html

Trybus, J. (2014). Game-based learning: what it is, why it works, and where it’s going. New Media Institute. Retrieved from http://www.newmedia.org/game-based-learning--what-it-is-why-it-works-and-where-its-going.html

University of Nebraska-Lincoln (2011). Career Explorer. Retrieved from https://itunes.apple.com/us/app/career-explorer-4-h/id457621702?mt=8