An active learning pedagogical approach where games are used to increase student engagement. The student learns from playing the game and promotes critical thinking and problem-solving skills. Game-based learning integrated the course content and assignments into a digital or non-digital game and may include simulations that can allow students to experience the learning firsthand.

Game-Based Learning is different than Gamification. Game-based learning uses games to teach specific learning objectives whereas Gamification adds game-like elements to a lesson.

Game-based Learning (GBL) “refers to the use of video games and elements related to game reality, content, subject, and images in the educational process” (Zi-Yu et. al., 2020, p. 54). GBL starts from the beginning of the course or class period design. It turns the course or class into a game for the students.

When designing a game-based learning experience, seek to create a learning environment that is engaging, where learners will be eager to invest time in the course, learning to their fullest potential (Scholz et. al., 2021). GBL “describes an environment where the content of the game and the game itself improve[s] the acquisition of skills, competencies, and knowledge” (Zabala-Vargas et. al., 2021, p.5). GBL allows students to build intrinsic motivation, while improving their collaboration skills and content retention.

Possible Instructional Uses

• Create one class period as a game or an entire course centered around small games where students work together throughout the semester.
• Develop games for students to work collaboratively as teammates, supporting each other when an obstacle arises.
• Utilize familiar game designs to frame your GBL development, such as Jeopardy (gameshow) or Legends of Zelda (quest-based). Jeopardy can be a great review game for the end of term or unit.
• Allow students to develop “characters” for the course and rename your modules into levels, the student works through tasks at each level to make it to the next and “upgrade” their characters appearance and abilities.
• Provide feedback to students throughout the game learning in order to improve their success or point them in a new direction.
• Gauge student interest and acquire feedback in order to adjust the GBL throughout the semester/class (Di Zou, 2021).

WCU Supported Tools

• PowerPoint or Word
• H5P
• Poll Everywhere

Tips for Using Game-Based Learning

1. Game-based learning development starts early. Your student goals and objectives should be developed as a part of the design framework (Scholz et. al., 2021).
2. In the beginning, ask yourself if you want your students working together or as a team. Develop the teams so that each student has an opportunity to succeed and a chance to win.
3. Be mindful of students with hearing and vision impairments when designing and implementing your game-based curriculum. Research an alternative assignment that would allow them to have the same experience as their classmates.
4. Allow for opportunities of choice throughout the game-instruction for students to personalize their experiences and “characters.”

Resources & Videos

The TLC has WCU branded PowerPoint game templates on the Course & Activity design webpage under downloadable resources.

Di Zou, Ruofei Zhang, Haoran Xie, & Fu Lee Wang. (2021). Digital game-based learning of information literacy: Effects of gameplay modes on university students’ learning performance, motivation, self-efficacy and flow experiences. Australasian Journal of Educational Technology, 37(2), 152–170. https://doi.org/10.14742/ajet.6682

Scholz, K. W., Komornicka, J. N., & Moore, A. (2021). Gamifying History: Designing and Implementing a Game-Based Learning Course Design Framework. Teaching & Learning Inquiry, 9(1), 99–116. https://doi.org/10.20343/teachlearninqu.9.1.9

Zabala-Vargas, S., García-Mora, L., Arciniegas-Hernández, E., Reina-Medrano, J., Tomás, U. S., & Colombia, B. (2021). Strengthening Motivation in the Mathematical Engineering Teaching Processes—A Proposal from Gamification and Game-Based Learning. International Journal of Emerging Technologies in Learning, 16(6), 4–19. https://doi.org/10.3991/ijet.v16i06.16163

Zi-Yu Liu, Shaikh, Z. A., & Gazizova, F. (2020). Using the Concept of Game-Based Learning in Education. International Journal of Emerging Technologies in Learning, 53–64. https://doi.org/10.3991/ijet.v15i14.14675