Game-based learning in virtual world:

benefits and challenges

BY Ravindra

Jeevaraj

Overview

What is Game-Based Learning?

Gamification

Pedagogic benefits

Types of Game-Based virtual world

Practicalities

Challenges

Some research

What is game-based learning?Game based learning (GBL) is a type of game play that has defined learning outcomes. Generally, game based learning is designed to balance subject matter with gameplay and the ability of the player to retain and apply said subject matter to the real world. A game ‐based learning will use game principles to improve teaching and learning experiences, with technology playing a facilitative role. Game principles include the following:

Competition or challenge

Goal, rules and outcome

Interactive environment to be explored

Safe environment – limited consequences in the real world

Single or multi-player

Motivation, Feedback, Practice, Intensity, Choice/involvement, Engagement, Attention span, Mental Flexibility, ion Collaboration, Blissful productivity, Epic Meaning

Gamification

Gamification is not the same as game development. It is carefully selecting the element which user love about the game like challenges, Competition, risk, Getting in to different levels, feedback etc. Adding these elements to a non-gaming context to make more interesting --, to engage the people or to practice or to motivate the people to complete the work more efficiently.

Gamification is a tool to motivate the people to change their behavior through positive reinforcement

Pedagogic benefits

Motivation and engagement

Collaborative learning

Experiential and active learning

Problem-based learning

Authentic activities

As pedagogical devices, games are extremely useful they can enliven teaching topics and are especially ‐effective for dealing with problem solving and key concepts. Research shows that “games have a special role in building students’ self confidence” and “they can reduce the gap between quicker and slower learners” the ‐highly adaptable, flexible nature of games means that they can be moulded to suit a variety of learning settings and environments

Dimensions of virtual gaming worlds

Number of players : single to multi-player to massively multi-player

Fidelity of environment : textual to graphical to immersive

Genre : role play, simulation, adventure, puzzle, strategy

Medium : computer, mobile device, real world

Practicalities of learning in gaming environments

Match with curriculum – gaming outcomes and learning outcomes

Time available, location, resources

Associated activities, briefing, debriefing – learning package

Building in reflection and collaboration

Development options

Use entertainment games

Modify entertainment games

Use virtual worlds

Use educational games

Create games

Students create games

Memory Games

Virtual Dissection

Challenges

Development time / expertise

Cost

Novelty effect

Exclusion

Learning to play the game

Assessment

Need for more robust studies

1. Games must be collaborative in nature. For example, interdepartmental or intercampus Initiatives incorporating elements of game based or immersive learning.‐

2. Proposals should incorporate Teachers ideas and feedback.

3. Must incorporate behavior motivation considerations (for example, points, badges, Leader boards, among others).

4. Game Proposals should address instructional design needs/resources

5. Must track student learning outcomes and include evidence based evaluation strategy‐

6. Proposals should address how will other faculties will learn about and incorporate the solution.

7. Demonstrate a shift in pedagogy – using games/immersive technology in support of learning.

Process of developing the Games based learning experience

8. The priority will be given to projects that move from 100% classroom based to “hybrid” or “blended” learning. For example: “flipping” the classroom – doing things outside of class that used to be done in class (such as lectures), and using class time for collaborative activities.

9. Blended learning provides students with both the flexibility of online learning (time and place) and the structure and engagement of the in person classroom experience. ‐

10. Teachers ( Educators ) should be interested in exploring a variety of blended learning models, including various time share models (e.g., 50:50, 60:40, or 30:70 face to face versus online). ‐ ‐ ‐

11. Teachers (Educators) will not consider proposals for “web enhanced” courses that do not fundamentally change ‐the instructional model.

Process of developing the Games based learning experience