richardson synthesis final draft

7/23/2019 Richardson Synthesis Final Draft

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GAME-BASED LEARNING IN HIGHER EDUCATION 1

Learning How to Learn: Using Game-Based Learning in Higher Education

Shelly D. Richardson

Educational Technology, Boise State University


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Abstract

Game-based learning principles are being deployed on campuses around the country in a variety

of methods. The deployment of this Constructivist learning model has a variety of learner

benefits including motivational factors, enhanced engagement, active learning, and the use of

problem solving and cognitive skills. In this paper, I will address the connection between the

needs of a university student, the attributes of gamification in education and the connection to the

Constructivist Learning Theory.


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Learning How to Learn: Using Game-Based Learning in Higher Education

The university educational system is experiencing a time of transition both with the

adoption of emerging educational technologies and in the shift of teaching methodologies that

accompany implementing them. These changes are essential to prepare students for the evolving

job market of the future, yet many in the university setting cling to traditional pedagogical

systems.

In a recent Pew Research survey of digital stakeholders, Wesley George of the Advanced

Technology group of Time Warner Cable voiced frustration with the current university system, a

sentiment that was largely shared with many in the survey:

The educational system is largely broken, he said. It's too focused on the result of

getting a degree rather than teaching people howto learn: how to digest huge amounts of

information, craft a cogent argument in favor of or against a topic, and how to think for

oneself. Individuals learn differently, and we are starting to finally have the technology to

embrace that instead of catering to the lowest common denominator. (Anderson, Boyles

& Rainie, 2012).

LearningHow to Learn

Undergraduates arrive at their university and immediately have to adjust to a new

learning environment. Students must learn to navigate an unfamiliar world that has larger class

sizes, less individualized attention from teachers and a whole new set of responsibilities and

procedures that they may be unprepared for. Throughout their career in higher education,

students will need to develop an understanding about the systems that help them build skills and

knowledge. (Charles, Charles, & McNeill, Bustard & Black, 2011.). The employment of game-


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based principles within a constructivist learning structure can assist in developing the skills and

knowledge necessary for students to succeed in higher education.

Game-based Learning

Gamification was logically defined by Deterding, Dixon, Khaled & Nacke, (2011) as the

use of game design elements in non-game contexts. As game-based elements are numerous and

varied, the perception of incorporating these into educational systems can often be subjective and

the effects of doing so is a subject of ongoing research.

Gamification Structure Examples

Oneresearch perspective on educational games

presented by Kim and Lee (2012)

describesthe principles that define four primary factors of learning games for educational

effectiveness. In their research, they are attempting to discern game-based learning aspects that

engage learners.

The first theory of gamification engagement they addressed was Game Design Factors

(GDF), whichthe authors loosely defined as the qualities of a game that make it game-like.

Cool features such as a series of interesting choices, a surprise and delight factor, interactive

aspects and distinct features from the graphics and sound effects. (Kim, & Lee, 2012).

The second proposed gamification theory they studied were Key Characteristics of a

Learning Game (KCLG: Challenge, Curiosity, Fantasy, Control). The authors point out that

intrinsic motivation in a game-based learning environment is connected to making learning fun.

These motivational factors are emotionally driven and are often challenge the learners senses

and cognitive abilities.

The third theory presented in the gamification for education research of Kim and Lee

(2012) was Elements of Educational Environment Design: ARCS model of motivational design.


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ARCS stands for Attention, Relevance, Confidence, and Satisfaction. Attention is the learners

response, relevance is how the material relates to the learners prior knowledge, confidence is

how the learners feels about theirperformance and satisfaction relates to how the learners draw

conclusions regarding the content they have learnedin the game-based instruction. (Kim, & Lee,

2012).

The fourth aspect of gamification that Kim and Lee addressed was Basic Elements of

Gamification: MDA framework. The MDA framework consists of three components of game

design: Mechanics, Dynamics and Aesthetics. Mechanics are the components of a game,

dynamics are the interaction of the player and the mechanic elements, and aesthetics are the

emotional responses elicited by the learner in the gaming environment. (Kim, & Lee, 2012).

Constructivism

Game-based learning fits well in the family of Constructivist Learning Theories, where

learning occurs because personal knowledge is constructed by an active and self-regulated

learner who solves problems by deriving meaning from experience and the context in which that

experience takes place. (Larson & Lockee, 2014)

In a game-based learning environment,

students may participate in collaboratively, engage inproblem solving, develop critical thinking

skills and have the opportunity to construct meaning from these learning experiences.

Gamification also lends itself to the scaffolding approach to learning through levels inherent in

some games. These level achievements usually require mastery of certain skills or knowledge

before proceeding to a higher game level.

Engaged Learners

Why should we include game-based learning into higher education curricula? When

successfully integrated by designers and educators (marrying the content with the learner needs),


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gamified learning has the ability to create deep engagement with the learner and the educational

material.Developing engaged learners may allow us to curtain student dropout rates and improve

retention and avert the potential frustration andconfusion students may experience when

navigating a new learning environment.

Creating Engagement

Shouldgame-based learningbe used to motivate learners to do something that would

otherwise be undesirable?(Giannetto, 2013) A contrasting viewpoint is that game-based learning

shouldnotbe about injecting fun into learning butbe usedto enhance the fun that is inherent in

most learning anyway. (Charles, Charles et all,

2011.p.639). I agree with the latter comment in

that game mechanics should not be aneducational tool relied upon to magically transform course

content but rather by joining the carefully chosen content within a motivating structure, the

learnersmaybe able to connect with learners it in a new, engaging way.

Engagement through Feedback

One set of game principles presented by Charles, Bustard and Black (2008) was boiled

down from forty to six aspects of gaming engagement and motivation points: structure, identity,

challenge, feedback, social and fun. When students are developing the skills and knowledge

necessary to succeed in higher education, the feedback they receive has the ability to set them on

the rightpath. Games and educational systems both share a feedback system with standards and

objectives, all of which can be reinforced incrementally through a game-based learning system.

As Charles, Charles, McNeillet all (2011) point out, positive feedback can offer students

tangible rewards, reinforcing good behaviors and acting as scaffolding in the Constructivist

learning process.


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Social Engagement

Employing gamification principles in a higher educational setting may also have the

benefit of engaging your learners in an active learningsocial context. Business students at

Babson College participated in a mobile app case study whose goal was to focus on how social

technologies can help businesses capture and leverage the underlying connection among

employees, consumers, and business partners. (Parise & Crosina, 2012)Students worked in

small groups using the smartphone app SCVNGR and a game designed by their professors, to

visit locations, complete tasks, solveproblems and gain points. The problems were designed to

reinforce classroom content where students became active participants in the learning process

through exploration. (Parise & Crosina, 2012)

Active Learning Engagement

In a case study presented by Ma, Bale, & Rea, (2012) a group of medical students adopt

the constructionist approach in a digital form to encourage learners to create their own anatomy

game. The teacher facilitates the process of learning in which students are encouraged to be

responsible and autonomous. The students created a 3-D anatomy

game from scratch

using the

Unity 3-D game engine and thisactive learning role allowed the students to be more invested and

motivated in the final outcome of the project.The learners also gainedapractical understanding

of the subject they were studying (anatomy) by creating an engaging 3-D model based game and

presenting it to their peers for review.3-D game creation is a wonderful example of how game-

based learning can simultaneously embody constructivist principles, active learning, autonomy

or self-motivated learning and group learning elements.


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Mobile Gaming for Education

TheNMC Horizon Report: 2014 Higher Education Edition authors have asserted that

games and gamification will play an important role in higher education over the next two to three

years. In theHorizon Report, they make the connection to big business use of mobile apps and

social media, employing elements of game-based learning for commercial purposes. It would

make sense that higher education instructional designers could make use of the game-based

design principles already in use commercially, not having to reinvent the wheel. TheHorizon

Reportauthors also assert,Educational gameplay has proven to foster engagement in critical

thinking, creative problem-solving, and teamworkskills that lead to solutions for complex

social and environmental dilemmas. (Johnson, Adams Becker, Estrada & Freeman, 2014.)

I recently attended HEEMAC (Higher Education Enterprise Mobile App Conference) in

which one of the co-founders of GoRobos, Leslie Roberts, presented an educational mobile app

her company was beta testing at thirty-eightuniversities in the United States and Canada. It is a

full length academic business entrepreneurship course whose structure is based on level

achievements, rewards points and badges where learners create a lemonade stand franchise

in a

virtual world. The feedback from students and educators has been very positive and they are

working on creating their second mobile app for higher educational purposes.

In research presented by Wu, Hsiao, Wu, Lin, & Huang (2012), they assert that

constructivists view learning as a social process, placing importance on understanding the world

through social processes and group knowledge construction. In the GoRobos entrepreneur

educational mobile app, students in the class are also allowed to interact with one another and

share elements of the game outside the educational sphere, like being able to post their


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achievement badges on social networking sites. Mobile app technologies easily lend themselves

to the social participation and group learning elements of Constructivism.

Conclusion

In creating or implementing game-based learning environments, as with any design

discipline, it is essential to know who your audience or learner is. As technology changes, so do

generations and how they use technology. What motivates our students? What gamification

elements may we use to encourage and engage learners at our educational institutions? What will

their needs be in ten years?

In arecent Pew Researchsurvey, digital stakeholders were asked for their vision of

higher education in the year 2020.Charlie Firestone, executive director of the Aspen Institute

responded: The timeline might be a bit rushed, but educationhigher and K-12has to change

with the technology. The technology will allow for more individualized, passion-based learning

by the student, greater access to master teaching, and more opportunities for students to connect

to othersmentors, peers, sourcesfor enhanced learning experiences.

As we look to the future of higher education, there should be a massive shift occurring in

theway our students learn, with a focus on learninghowto learn. By adapting the traditional

pedagogy to incorporate game-based learning principles, we will be better preparing our students

with a foundation of problem-solving skills, collaborative learningexperiences and an engaged

connection with the instructional content.


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References

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Giannetto, D. (2013). Gamification in a social learning environment.Issues in Informing Science

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