Introduction
With the implementation of using technology in our everyday lives and the growing interest in using more innovative ways to teach and learn, there has been an explosion of game-based learning in education. Higher Education is one area of education that has started to implement more game-based learning and simulations into their curriculum to improve learners’ experience and knowledge with the material taught. Games have been used as a form of teaching throughout history. One of the most noted games used for learning was chess. It was used to teach soldiers war strategy (Reiser, Dempsey, 2018). Some of the earliest documented evidence in the use of games for educational purposes dates to the mid-1800s (Laughlin, Marchuk, 2015). As technology continues to advance at an exponential rate, instructors and educational policymakers have a growing interest in introducing cutting-edge technological tools; for example, video games, virtual worlds, and massive multiplayer online games (MMPOGs). Many educators have found GBL to be a tricky area and have hesitated to put into their curriculum due to the uncertainty of how effective it is for students learning. However, GBL has started to gain more traction to become a more acknowledged and accepted form of teaching and learning in higher education; it shows a mix of effects over areas such as student performance, engagement, and learning motivation.
Literature Review
The psychological foundation of GBL is that games are an intricate genre of learning environments that need to be looked at in multiple perspectives. The most studied are in cognitive, affective, motivational, and sociocultural aspects, and for games to achieve their full potential for learning, all these perspectives need to be considered (Plass, Homer, Kinzer, 2015). There is some difficulty for researchers to conduct their studies due to the inadequacy of defined terminology. There is not a definitive definition of learning or education agreed upon amongst educational research literature. Researchers tend to employ two strategies to resolve this issue. They use terms like “learning” and “education” without defining them, assuming that a rational person would understand what learning and education are, thus the terms are freely used without needing to be translated. The other strategy is to target an aspect of what learning might be thought of and deal with only that aspect (Laughlin et al., 2015).
Researchers need to have a definition of GBL and what games and simulations are before conducting their reviews. GBL is defined “as an environment where game content and gameplay enhance knowledge and skill acquisition, and where game activities involve problem-solving spaces and challenges that provide players/learners with a sense of achievement” (Clark, Qian, 2016). In other words, it’s a form of training that uses game elements to teach precise skills or gain a definitive learning outcome. A game can be defined as “a physical or mental contest that has specific rules, with the aim to amuse or reward the gamers” (Ariffin, Oxley, Sulaiman, 2014). Games are tools that are artificial and pedagogical and include conflict, rules, and predetermined goals. Simulations create scenario-based environments, and a learner interacts to apply previous knowledge and practice skills to real-world problems. Simulation is designed for evaluative or computational purposes and represents reality, accuracy, and validity (Vlachopoulos, Makri, 2017).
Games and simulations can be a great asset to not only students but also instructors and obtaining the learning objectives they put into place. Games are based on several different models; however, the playfulness of a game or simulation is the characteristic that brings all games together. It serves as a dimension that can be part of a game no matter what model of learning a game is based on (Plass et al, 2015.). There is a close correlation to the characteristics of learning and playing games; they are inquisitiveness, persistence, risk-taking, benefit, attention to detail, problem-solving, and perception (Abbott). For leaners to play a game or simulation, they must first be acquainted with media and technology and have the capabilities to think critically and be creative (Clark et al., 2016).
Games cannot be used as a generic term because games are not always digital, but have broad genres of field, content, and many different types of games, such as multiplayer, first-person, etc. Due to the wide range of genres, one cannot assume that research results obtained by studying games from one specific genre can also be applied to that of another genre (Plass et al., 2015). Researchers need to define the genre of games so they can more accurately obtain results.
Educational games have become acknowledged as beneficial tools for learning and skill development across numerous areas of expertise, especially in the field of educational enrichment (Abbott, 2019). GBL has become a sought-after model in course development and obtaining improved learning objectives. With the implementation of GBL in the curriculum, students have developed a positive attitude towards the pedagogical adoption of games and simulations in education. There does need to be more focus put towards teaching instructors how to create a curriculum that utilizes games and simulations properly.
Case Overview
In the case, ‘The effects of games and simulations on higher education: a systematic literature review’, the authors, Dimitrios Vlachopoulos and Agorista Makri, focus their research on the impact of games and simulations concerning the accomplishment of distinct learning outcomes. There’s been some form of GBL in different classrooms for decades. However, there’s been reluctance by instructors to implement it into their traditional teaching or to implement more GBL into their course. Instructors want to make sure that students are receiving and retaining the materials being taught. With so many studies with varied information, it’s difficult for instructors to gauge whether or not GBL would be more effective in their classroom than the traditional method of teaching. The case study discusses the effectiveness of games and simulations. It provides a framework to equip educators with a different curriculum, to better perceive the advantages and stumbling blocks specific to their pedagogical objectives.
The researchers compiled a dataset of 123 papers, after first ciphering through an initial dataset finding of 8859 studies. They placed specific criteria on empirical research, participants over the age of 18 (students, instructors, and adult learners), game intervention, such as games for educational purposes, and games for knowledge procurement, as well as the type of selected research (journal articles, conference papers). They were able to conduct their research with a significant participation pool and a favorable balance of male and female members. The materials were analyzed using a qualitative content analysis technique, which prompted a coding scheme. The coding scheme included a main category, three sub-categories, and several associated topics related to the main categories. The researchers explored the articles from shifting perspectives and viewpoints, which were the data set characteristics, subject disciplines, methodological research design, types of games and simulations described, location of where studies were managed, and the period of when the studies took place. They were able to collect more precise information from a broader spectrum of academic disciplines and subjects beyond that of the commonly used subjects of Science, Business, and Nursing. The researchers not only concentrate on cognitive outcomes, which is a popular area other researchers focus on, but they also investigate behavioral and affective outcomes as well.
The most prominent dates of studies that met the criteria published between 2013 and 2016, which indicates a trend in researchers’ recognition of the use of technological games in higher education. The most notable game genre the researchers analyzed was a simulation, which is defined as role-playing games, serious games, computer-based games, virtual/online games, and business simulation games. The researchers concluded that games and simulations lead to improved cognitive, behavioral, and affective outcomes from university students, such as attitudes, motivation, emotional involvement, self-efficacy, and satisfaction.
Case Analysis
With there being so many individual studies on GBL and whether or not it’s an effective means of learning and teaching in a classroom, the researchers wanted to gather more verified evidence as to what kind of outcomes games and simulations provided for learners. They compiled a dataset of peer-reviewed articles and focused on cognitive, behavioral, and affective outcomes. Vlachopoulos and Makri found that most researchers focused their efforts on just a few specific subject areas, which are Science, Business, and Nursing. So they made sure to expand the spectrum of academic disciplines beyond that of what is generally studied, which is Engineering, Management, Science, Law, Social, Sciences, Humanities, Biology, and Computer Science. The most common subject areas were Business Management and Marketing. By expanding their subject area, they were able to pull information from a much larger pool and gather more non-biased evidence on how effective GBL is.
Vlachopoulos and Makri focused their research on three types of outcomes; cognitive, behavioral, and affective, in which they find compelling evidence that each type of result has something to benefit GBL in higher education as a whole. The cognitive outcomes they determined provide learners with problem-solving skills, enhance participation, increased conceptual understanding, self-assessment, comprehension and application of knowledge, and higher-order thinking. Cognitive development and learning are essential to one’s advancement in knowledge and understanding. Play is a form of cognitive development, and as a learner matures, it becomes more abstract and social. Games that do not promote cognitive engagement do not help learners achieve their learning goals (Plass et al., 2015).
The positive effects found in behavioral outcomes improve learners’ interaction in the classroom, as well as improve collaboration. However, the researchers found there was some discrepancy with learners’ view of teamwork and it not being as effective due to other teammates’ difficulty in negotiating or taking responsibility (Vlachopoulos et al., 2017). Behavioral outcomes enhance student knowledge, assist in students’ interactions with peers, and increases the learners’ ability to communicate with others. When students receive feedback from peers and the game or simulation they are interacting with, they tend to have a longer retention span to the game (Laughlin et al., 2015).
The affective outcomes prove that engagement and motivation are primary factors in enhancing learning objectives in higher education. When students receive positive social interaction and instructors provide a flexible learning environment where they equip students by giving them pedagogical support and encouragement, students retain an interest in learning. Motivation is defined as a combination of elements, such as attention, relevance, confidence, and satisfaction. The satisfaction of the learner is a deciding factor on the success of the learning method the instructor implemented. Instructors need to have learners conduct self-assessments so that they can gauge their progress and success; this is also another way to assess whether or not the learning is productive.
This case found several initial challenges, which pertain to the inadequacy of empirical evidence and a realization that the field is too broad and needs further examination. They also found that there is no formal policy or guidelines in place by either governments or educational institutions on the implementation of games and simulations in education. It is generally left up to the instructor or institution to integrate games into the curriculum (Vlachopoulos et al., 2017). Given that responsibility, not all instructors are up to the task or know how to implement GBL into their course. This is where instructors need to design curriculum with learning principles, outcomes, and prior knowledge of their students (Pho, Dinscore, 2015). With the number of game types available, there is a need for mutual definitions and terminology for scholars and educators to have a better infrastructure to start their research.
Summary
The case highlighted and explained how games and simulations have positive outcomes for both students and instructors when considering the subject of the class, materials presented, and how the instructor interacts with students. For instructors to have a positive outcome, they need to create achievable goals, interact with students, and to support, facilitate, and motivate them to provide new game-based knowledge. Instructors’ roles, in this case, lean toward being a facilitator and motivator, which helps students overcome a lack of understanding and achieve enhanced learning outcomes. The article makes a substantial contribution through the exploration of affective outcomes with results in motivation, engagement, and the promotion of effective learning goals and satisfaction by giving learners a way to actively experience, execute, interact and reflect in a collaborative, game-based, and learner-centered setting. There is a high cost to the development and design of games and simulations for courses, which can lead to universities or instructors not implementing them into the curriculum. There should be a collaborative effort put forth by institutions and researchers to find affordable solutions to fulfill the advancement of games and simulations. There should also be an endeavor to set more universal guidelines for the implementation of games and simulations into the curriculum. Games and simulations still have a long way to go before they are commonly used as a means of full immersion in the classroom. However, with more research focused on how GBL is effective and why there is becoming a better understanding of effectively implementing it for positive learning outcomes.
References
Abbot, D. (2019). Game-based learning for postgraduates: an empiracl study of an educational game to teach research skills. Higher Education Pedagogies, 4(1), 80-104. Retrieved from DOI: 10.1080/23752696.2019.1629825
Ariffin, M., Oxley, A., & Sulaiman, S. (2014). Evaluating Game-based learning Effectiveness in Higher Education. Procedia – Social and Behavioral Sciences, 123(2014), 20-27. Retrieved from https://doi.org/10.1016/j.sbspro.2014.01.1393
Clark, K.R., & Qian, M. (2016). Game-based Learning and 21st century skills: A review of recent research. Computer in Human Behavior, 63(2016), 50-58. Retrieved from https://doi.org/10.1016/j.chb.2016.05.023
Laughlin, D., Marchuk, N. (2015). A Guide to Computer Games in Education for NASA.Retrieved from https://education.jsc.nasa.gov/pdfs/NASA-Games-Guide-Laughlin-2005.pdf
Plass, J., Homer, B., & Kinzer, C. (2015). Foundation of Game-Based Learning. Educational Psychologist, 50(4), 258-283. Retrieved from DOI: 10.1080/00461520.2015.1122533
Pho, A., & Dinscore, A. (2015). Game-Based Learning. Tips and Trends Instructional Technologies Committee. Retrieved from https://acrl.ala.org/IS/wp-content/uploads/2014/05/spring2015.pdf
Reiser, R.A., Dempsey, J.V. (2018). Leveling Up: Game Design Research and Practice for Instructional Designers. Trends and Issues in Instructional Design and Technology 4, 277-283.
Vlachopoulos, D., & Makri, A. (2017). The effect of games and simulations on higher education: a systematic literature review. International Journal of Educational Technology in Higher Education, 14(1). Retrieved from DOI: 10.1186/s41239-017-0062-1