How Game-Based Learning Works and What It Means for Pupils, Teachers, and Classroom Learning

Abstract

This chapter discusses the results of a systematic literature review, a needs analysis through a pupil survey, and a case study of classroom observations in the context of primary education. The results of the overall findings, limitations, underlying issues, and emerging concepts are associated to how game-based learning (GBL) works and what it means for pupils, teachers, and classroom learning. This chapter presents the main contributions to the body of knowledge in GBL study, while offering best practice recommendations for designing engagement in GBL. This in turn outlines a framework of how GBL may work in the classroom. The framework identifies elements, features, and factors that shape how engagement occurs and how learning progresses in gameplay within GBL environments.

The effects of game‐based learning in the acquisition of “soft skills” on undergraduate software engineering courses: A systematic literature review

“…The use of games in engineering education has been increasingly investigated by experts over the years. Although the motivating and immersive characteristics of GBL have also been widely studied, its implementation in specific educational contexts, such as software engineering education, requires more research [1]. With this aim in mind, some systematic reviews have been carried out to gather evidence on how GBL has been used to support software engineering education at the undergraduate level.…”