Game-based 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 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 (2006)presented a framework for selecting games for learning; the framework consists of four core dimensions which should be carefully considered when choosing or using games for learning:
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