1Module 3 Application: Game-Based Learning

Module 3 Application:

Game-Based Learning

Erin Bennett

First Grade Teacher

American College of Education

2Module 3 Application: Game-Based Learning

Introduction

The following will outline the growing popularity of game-based learning in schools. It will

discuss the pros and cons of such learning. It will also give specific examples of game-based

learning technologies that could be used in today’s classrooms.

3Module 3 Application: Game-Based Learning

Module 3 Application: Game-Based Learning

Part 1.

“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” (Team, 2016).

GBL is growing in popularity due to its ability to teach students important 21st century skills.

With teachers focusing on the needs of their ‘digitally native’ students, many are finding that

gaming offers a connection that traditional teaching practices do not. Throughout the United

States, and the rest of the world, many classrooms are moving to a more game-based approach.

One researcher stated that “Interviews with the players showed that they were very much

interested in learning through games and were even excited about the idea of having games

integrated into their educational curriculum rather than listening to classroom lectures” (Ramirez,

2010). A separate researcher identified that “According to the informal data gathered from the

researcher’s observations, the students of Group A seemed enthusiastic when they were told that

they would use a game for educational purpose. During their interaction with the game, they

seemed very absorbed and interested in the task, and exhibited high levels of engagement in their

effort to maintain their number of lives, reach the termination flags and achieve a high score”

(Papastergiou, 2009).

Although keeping a student’s attention to a task is an important aspect to lesson planning with

game-based learning, it is not the only benefit to the technology. The website Teachthought.com

offers six benefits of game-based learning (Staff, 2016)

1. Increase a child’s memory capacity

2. Computer and simulation fluency

4Module 3 Application: Game-Based Learning

3. Help with fast strategic thinking and problem solving

4. Develops hand-eye coordination

5. Beneficial specifically for children with attention disorders

6. Skill-building (e.g. map reading)

These benefits seem to be echoed throughout the online community when discussing the pros of

GBL. “In the US, nearly 170 million people played computer and videogames in 2008, spending

a record $11.7 billion. Harness the power of well-designed games to achieve specific learning

goals, and the result is a workforce of highly motivated learners who avidly engage with and

practice applying problem-solving skills” (Trybus, n.d.). In the article, Game-Based Learning:

What it is Why it Works and Where it’s Going, Trybus (n.d.) continued by including a table

comparing traditional teaching, hands-on teaching, and game-based learning.

Traditional Training (lectures, online

tutorials)

Hands-on Training Game-based Learning

Cost-effective X X

Low physical risk/liability

X X

Standardized assessments allowing student-to-student comparisons

X X

Highly engaging X X

Learning pace tailored to individual student

X X

Immediate feedback in response to student mistakes

X X

Student can easily transfer learning to real-world

X X

5Module 3 Application: Game-Based Learning

environment

Learner is actively engaged

X X

Of course there are also cons to the game-based learning approach. "Teachers must determine

whether the content of the game is appropriate for specific age groups and whether the games are

suitable for the standards-based accountability movement." (Coffey, 2009). This requires

teachers to research and play the game in its entirety. Coffey (2009) adds, “it seems to put a lot

of pressure on the teacher to keep up to date with the content of the game in every aspect also. 

This may mean more work for the teachers, while having students play these games are supposed

to take some pressure off of the teachers. Also, if teachers aren't as 'tech-savvy' as their students,

it may cause somewhat of a gap between teaching and learning.  Students have grown up to be

digitally proficient, more than older generations” (Disadvantages section, para.1).  Griffiths

(2002) states, “most notable of the limitations of using digital-based games is the fact that video

games are constantly being upgraded”…administrators must also “take into account the amount

of technology available to them in the school setting. If there is not enough technology to support

a digital game-based learning program, some students may not have equal access to this type of

instructional tool” (p. 48). 

Part 2.

There are many digital games available for student use in and out of the classroom. After

researching on the Internet, I found five games that I will be able to implement in my classroom

immediately. These games were chosen based on their ability to use individually, and for ease of

integration into the current curriculum.

Game 1: Flight to Freedom

6Module 3 Application: Game-Based Learning

Flight to Freedom is available for free at www.mission-us.org. In this game, the player is a 14-

year old slave in the South that wants to escape to freedom. Throughout the game, the player has

to read and make choices that effect how the game progresses. The player interacts with other

characters including other slaves, the slave master, and Underground Railroad conductors. It is

similar to the “choose your own adventure” books. I will use this game during Black History

Month when we discuss slavery and the Underground Railroad. It would be suitable for any

students that are able to read and have a prior knowledge of slavery.

Game 2: Slice It!

Slice It! Is available as an app for apple or android. In this game, players are asked to slice (cut)

various shapes evenly into as many pieces as are requested. I would use this app when studying

geometry, specifically shapes and fractions. It is a nice visual tool for struggling learners, and

gives immediate feedback if the ‘slice’ is incorrect. The directions indicate that it is for

7Module 3 Application: Game-Based Learning

Kindergarten through second grade, however, I’m sure there are older students that could benefit

from extra practice with symmetry and fractions.

Game 3: Move the Turtle

Move the Turtle is a coding game available for apple or android. It is specifically designed to

work on students’ problem solving and critical thinking skills. This is something I can use in my

classroom once my students have learned to read short sentences so they can enhance their 21st

century skills. In this game, players are asked to ‘write the code’ to get the turtle to complete a

task. Students are required to figure out how many steps, turns, and moves the turtle will have to

make. I believe it is best for students in first or second grade.

8Module 3 Application: Game-Based Learning

Game 4: Scratch

Scratch can be found at https://scratch.mit.edu/. In this game, students are again writing code to

complete a task. Players may design movies, games, art, or stories. The site contains how-to

videos to get students started on various projects. I would use this in my classroom to work on

the students’ problem solving and critical thinking. I may also use it as part of a larger project in

which they are using it as a presentation tool. Although I believe my first graders could use this

program at this point in the year, they would not have been able to work through the tutorials at

the beginning of the year. I would say it is best for late first grade and up.

Game 5: Amazing Alex or Wallace’s Workshop

9Module 3 Application: Game-Based Learning

Amazing Alex is only available for apple, but Wallace’s Workshop is available at

http://amazingalexnow.com/games/wallaces-workshop/. With these two games, students are

exposed to creating machines like Rube Goldberg. They are given tasks, and have to use pieces

that are ‘lying around’ to complete the task. Later in the year, our first graders study simple

machines, and this would be a great way to get them building and experiencing those machines.

The instructions are simple enough for first graders, but the difficulty increases to keep the

attention of a fourth or fifth grader.

10Module 3 Application: Game-Based Learning

References

Coffey, Heather. (2009). Digital game-based learning.  Retrieved from:

http://www.learnnc.org/lp/pages/4970

Griffiths, M. (2002). The educational benefits of videogames. Education and Health, 20 (3), 47-

51.

Papastergiou, M. (2009). Digital game-based learning in high school computer science

education: Impact on educational effectiveness and student motivation. Computers &

Education, 52(1), 1-12. doi:10.1016/j.compedu.2008.06.004

Ramirez, C. G. R. (2010, July). Implementation of a digital game-based learning environment

for elementary education. 2010 2nd International Conference, volume 4.

Staff, T. (2016, March 4). 6 basic benefits of game-based learning. Retrieved March 12, 2016,

from Technology, http://www.teachthought.com/the-future-of-learning/technology/6-

basic-benefits-of-game-based-learning/

Team, E. (2016, February 1). What is GBL (game-based learning)? Retrieved March 12, 2016,

from http://edtechreview.in/dictionary/298-what-is-game-based-learning

Trybus, J. Retrieved March 12, 2016 a, from

http://www.newmedia.org/game-based-learning--

what-it-is-why-it-works-and-where-its-going.html