What is Game- Based Learning?
Digital Game-Based Learning, or any form or use of games into a learning environment, was first presented by Prensky back in 2001. GBL can be used in the form of a serious game that is specifically developed with learning or instructional objectives. In a classroom setting, it can be used for students that need to explore a specific subject matter. An example could be a child using ZombieMath that requires solving for “x” in order to successfully kill off zombies. Another example could encompass a new pilot in training, learning through flight simulations. In the past, pilots would have never been able to “practice” their skills.
How do games foster motivation and engagement?
“Previous research shows that DGBL can have a positive effect on learning for broad demographics when properly applying learning theories, and that narratives in DGBL may enforce learning” (Breien & Wasson, 2021). In Narrative categorization in digital game‐based learning: Engagement, motivation & learning, Breien and Wasson discuss their results on their research question on if a narrative can aid in a player’s engagement, motivation and learning.
Their results showed that a narrative in DGBL “with positive effects on engagement, motivation and learning” all had these common factors and characteristics in the eLNVM (extended ludo narrative variable model):
“Quest-based” worlds, where they can explore freely and complete quests that then open new explorations/ experiences.
Objects in the world that can be used as an aid to reach objectives. These objects are able to be combined, modified or configured.
Consistent player narrative - this can be described as a character in the game that has a clear persona, background story, and goal
The ability to alter the story- the storyline events are interchangeable and can alter the story in different ways; hence allowing the player to develop new stories based on player choices (Breien & Wasson, 2021).
Do games improve cognitive skills?
Other studies have shown that video games can improve cognitive skills including the capability of making decisions (Reynaldo, Christian, Hosea & Gunawan, 2021). The following cogntive skills were seen improved:
Perception
Attentional control
Decision making skills
(Reynaldo et. al., 2021) also found that RTS (real-time strategy) players had higher cognitive flexibility than FPS (first person shooter) players. However, FPS players have more efficient task switching and transitions. The article also mentioned that doctors and nurses showed improvement on decision making and risk assessment while trained with simulation games (Reynaldo et. al., 2021).
In another study, Nouchi, R., Kobayashi, A., Nouchi, H., & Kawashima, R. (2019) showed that older car driver’s driving skills improved in their laboratory. However, Nouchi et. al., (2019) investigated if using their cognitive training games at home would have the same results. This was replicated in the home with a television set up for 6 weeks.They watched for “on-road evaluation (primary outcome), and cognitive functions and emotional states (secondary outcome) in older people.”. Their research showed that their trial provided scientific evidence that their 6 week program was beneficial. They found that cognitive functions improved in healthy older people, “such as processing speed, inhibition, and vigor–activity mood” (Nouchi et. al., 2019).
What does this mean for our future?
Serious games can change and innovize the way we learn, by providing us a constructivist approach to learning. Humans learn by doing, and we are now able to simulate high risk scenarios that we otherwise wouldn’t be able to do. Video games have also shown to foster engagement, motivation, and even improve cognitive skills. Game-based learning has a promising future and is in need of further research.
References
Breien, F. S., & Wasson, B. (2021). Narrative categorization in digital game‐based
learning: Engagement, motivation & learning. British Journal of
Educational Technology, 52(1), 91–111. https://doi.org/10.1111/bjet.13004
Green, C. S. (2018). Video Games and Cognitive Skills. In Video Games (1st ed., pp.
25–43). Routledge. https://doi.org/10.4324/9781351235266-2
Nouchi, R., Kobayashi, A., Nouchi, H., & Kawashima, R. (2019). Newly developed TV-
based cognitive training games improve car driving skills, cognitive
functions, and mood in healthy older adults: Evidence from a randomized
controlled trial. Frontiers in Aging Neuroscience, 11(MAY), 99–99.
https://doi.org/10.3389/fnagi.2019.00099
Reynaldo, C., Christian, R., Hosea, H., & Gunawan, A. A. S. (2021). Using Video Games
to Improve Capabilities in Decision Making and Cognitive Skill: A Literature
Review. Procedia Computer Science, 179, 211–221.
https://doi.org/10.1016/j.procs.2020.12.027