Game-based Approaches for Learning

Game-based learning (GBL) refers to various kinds of applications that use games for educational purposes. Typically, when the applications are based on software, the term Digital Game-based learning (DGBL) is adopted. The term ‘serious games’ is related to the nature of the games (see also section 8. Serious Games for Educational Purposes) and is usually used to describe fully immersive environments that offer users the opportunity to navigate in and to explore virtual worlds. However, simpler games implemented using web approaches or through Flash animation also fall into the category of the serious games (Garris et al, 2002; deFreitas, 2006).

Gaming does not have a fixed form but is dynamically adapted to technological developments; traditionally game-play required the user to be in front of the screen. As technology advances and technological developments become more ubiquitous game- play becomes ubiquitous too: mobile games offer players the opportunity to become physically involved in the game-play through tangible screens. Augmented and pervasive games provide the user with the opportunity not only to experience game-play in real, authentic contexts but also to interact with natural objects and ubiquitous information inherent in them. According to deFreitas (2006, p.5) independently of the form of the game the key challenge for effective learning is ‘for the learner to be engaged, motivated, supported and interested but also importantly for the learning to be undertaken in relation to clear learning outcomes as well as being made relevant to real world contexts of practice’. Designers are challenged to design virtual spaces that both address learning goals and introduce immersive, engaging, and playful experiences (deFreitas, 2006).

DeFreitas and Oliver’s (2006) framework consists of four core dimensions: context, learner, representation, and pedagogy. These four dimensions should be carefully considered when choosing or using games for learning. The learner is in the root of the game-play. Therefore, information regarding the profile of the learner can be a useful insight (deFreitas and Oliver, 2006). Demographics including age, gender, and profession, academic background, learning level such as ICT and foreign language skills, culture, and interests are all important aspects that can tell whether a game is appropriate for a learner or a group of learners (deFreitas and Oliver, 2006).

The representation is also an important factor in learning with games. Literature shows that users’ motivation and sense of engagement is closely associated with the ‘player sense of challenge, game realism, opportunities to explore or discover new information, and learner control’ (deFreitas, 2006). An important aspect of game-play is the ‘role playing’ that creates a sense of acting inside a story; it is pivotal through the role-playing to offer users the opportunity not simply to select and configure an avatar but also to regulate the avatar’s behaviour interacting with the elements of the story, namely non-playing characters, graphical objects, and more, and influencing the plot of the game (Francis, 2006). ‘Through situated role play within the virtual world students develop ‘embodied empathy’ for their virtual persona and gain a deep, but tacit, understanding of a web of social relationships whilst talking and interacting with dozens of player and non-player characters’ (deFreitas, 2006). The term ‘mediated sense of presence’ is used to describe ‘a technology-induced illusion of being present in one (simulated) place when one is actually present in another (physical) place’. Both immersion and narrative contribute to creating and increasing the sense of presence. ‘Immersion increases the place illusion, while the narrative contributes to generating an emotional response and strengthening the subjects' sense of inner presence’.

The context is another important dimension in deFreitas and Oliver (2006) framework. Factors related to the context, namely the environment for game play, institutional policies, socio-political situations, technical facilities, and classroom facilities, of the game affect directly the way the game is utilised. For example, a game that is supposed to be played in the classroom may not be employed meaningfully at home or outside of that (deFreitas and Oliver, 2006). Apart from the physical context the game itself immerses the user in a simulated or virtual context that foster different skill acquisition while concurrently raises player’s emotions.

Last, when using games to trigger learning mechanisms, the pedagogy applied through the game is of great importance (de Freitas and Oliver, 2006). Literature shows that ‘learning with a game is rarely if ever a learning experience in itself, more usually it is embedded into a set of activities and processes according to the pedagogic approach adopted - often experiential or problem-based’ (Kolb, 1984; Boud and Feletti, 1991 cited in deFreitas, 2006). The role of debriefing is pivotal to the game-based learning approaches as it can link the game experience and the learning process. Debriefing can be pursued through post-exercise discussion, reflection with peers or the tutor (Peters and Vissers, 2004), collaborative tasks in social forums and networks (related to the game), and elaboration of thinking in the physical environment of the class.