Using the Concept of Game-Based Learning in Education

Abstract

A modern school deals with a generation of students who were born and grown up in a digital environment and require other teaching methods. Changes in the technological and social conditions of modern society need new professional skills, which are often called “21st century skills”. These skills should be devel-oped starting from the primary school, as they are psychological and behavioural, rather than practical. Game-based learning and gamification are effective means of such skills development. The use of video games in teaching practice is studied multifaceted, along with formats and requirements of educational game, methods for effectiveness assessment, and the effect of games on students. The controver-sial nature of game-based learning effect on students require deeper research, as the increase in motivation and learning efficiency cannot be disputed, as well as the negative impact of a long gaming on cognitive abilities, emotional state and social skills of students. The study tested both an increase in the motivation and attraction of school students for the learning process, and the impact on the prac-tical results of information assimilation. There was conducted a survey on the re-sults of the application of game training to determine the motivation and attraction of students. Likewise, we counted time, spent by the study and control group, for mastering the main educational material and the post-class study of game content and the educational material it presents. A comparative test was conducted on the results of educational material comprehension to determine the effectiveness of the methodology in mastering knowledge. The group, with game-based learning and gamification applied, showed an increase in motivation and attraction to learning, students paid additional efforts for assimilating the material studied, and also showed significantly higher learning outcomes compared to the control group.

A Systematic Review of Serious Games for Collaborative Learning: Theoretical Framework, Game Mechanic and Efficiency Assessment

“…Other methodology issues included such as small sample size and the appropriateness of the instrument to assess learning outcomes. The findings perhaps indicate the need to develop appropriate indicators of game metric to assess learning outcomes [47]. Compared with the traditional self-report method, the game metric technique based on server data enables us to access a high precise recording of players' behaviours.…”

Assumption Validation Process for the Assessment of Technology-Enhanced Learning

“…Gamification does not compulsorily entail a computer. It is a process or training in the form of a game (Liu et al, 2020) that involves the use of game esthetics, mechanics, and logic to engage and encourage learners to find solutions to problems (Cózar-Gutiérrez & Sáez-López, 2016).…”

“…The need to expand content to fulfill modern educational purposes confronting the digital age challenges (Vetushinskiy & Zhukov, 2019) plays a significant role in the spread and advancement of digital game-based learning. Digital game-based learning offers educators the opportunity to provide other teaching methods necessary for learners born and raised in a digital environment (Liu et al, 2020).…”

Untitled

“…Although gamification of learning materials greatly benefits the T&L process, the effectiveness of these materials also depends on whether they are tailored to students' levels, including age and previous knowledge. As stated by [27], the use of game as a means of delivering educational content to the student's consciousness is more effective. A number of studies have proven the effectiveness of gaming and gamification implementation of learning materials across various instructional medium [28][29] [30][31].…”