Game-based learning effectiveness

Gamification as an original and comprehensive framework would be more effective in education as some studies have indicated the positive effects of educational games (Ebner & Holzinger, 2007;Yildirim, 2017). There is broad literature investigating the potential learning benefits offered by GBL, which can be characterized as the utilization of game-based technology to deliver, support, and enhance teaching, learning, assessment, and evaluation (Vlachopoulos & Makri, 2017). Among the various activities that can be utilized to execute a dynamic learning methodology, past research

28 shows that the utilization of games with educational purposes encourages students’ assimilation of the ideas and concepts presented in class as well as improves students’ confidence (Ku et al., 2014). Gamification of educational procedures can be described as the successful coordination of the gamification system into the educational program in order to enhance students’ motivation, academic achievement, and attitudes toward lessons (Yildirim, 2017).

Both instructors and students are interested in high outcomes, and the combination of games and simulations helps to achieve better engagement in the learning procedure (Vlachopoulos & Makri, 2017), to assimilate classroom information and knowledge in a student-friendly way, and to have opportunities to practice skills that are impossible or too expensive to practice in the real world.

Combining the two different logic of games and simulations fosters four core elements: motivational, interactive, fun, and multimedia (Jabbar & Felicia, 2015; Sanina et al., 2020).

According to Garris et al., (2002) students will be self-motivated and guided when they find the learning activity engaging in itself and the outcome worth striving for. They suggest that an educational game should introduce new learning through game attributes (game mechanics). The game ought to permit students to take autonomous actions (either individually or in a group) and encourage behaviors, such as persistence and timeliness. These behaviors and actions of students should result in instant feedback on their progress and performance within the game (and thus, on the learning) (Menon & Romero, 2019).

GBL provides an avenue to dynamic learning and offers students the chance to apply what they learn in an enjoyable, stress-free environment (Menon & Romero, 2019). Instructional games favour an active attitude in class as well as cultivate knowledge acquisition in a more engaging environment, facilitating students’ learning process and increasing their satisfaction. Previous examinations assume that the gamification of teaching is a critical direction to follow, permitting students to become the focal point of their learning procedure while expanding their inspiration and active participation.

GBL while developing intellectual and creative resources of personality, makes it possible to utilize fundamental knowledge and principles in wide and unpredicted situations, helps to project behavior strategies, encourages carrying on dialogue and collaborating with others (Rodina & Chekushkina,

29 2015). Perryer et al. (2016) indicate that gamification advances the improvement of delicate skills such as teamwork, oral communication, study habits. Gil-Doménech and Berbegal-Mirabent (2019) show how dynamic learning methods can boost students’ intrinsic inspiration in a low-motivated environment (Berbegal-Mirabent et al., 2020). Evidence proposes that dynamic learning assists students with engaging in their learning procedure and improves their achievements (Gil-Doménech

& Berbegal-Mirabent, 2019).

Engagement influences learning and motivation (Guthrie & McCann, 1997; Smith, 2012) and has been the subject of an expanding number of studies on educational games (Bouvier et al., 2013;

Clark, Tanner-Smith, & Killingsworth, 2013; Connolly et al., 2012; Markey & Leeder, 2011). This impact happens because it was observed that games can engage players to learn (Dickey, 2005;

Whitton, 2011), can incorporate multi-sensory settings, and can stimulate players’ ability to think and create meaning. The main findings to date emphasize the significance of both enjoyment and motivation to support players’ engagement (Abdul Jabbar & Felicia, 2015). When planning a game-based activity, besides utilizing extrinsic inspirations (for example prizes and incentives) it is of most significance including components that can also intrinsically motivate them.

Students’ consideration, interest, and motivation are carefully associated with student achievement.

Gamification may alleviate student-driven issues in the teaching procedure, such as lack of motivation and interest, through the effective utilization of learning from mistakes and the promotion of students sentimentally and socially. In this regard, gamification of education can be characterized as the transference of game design to the educational procedure for the purpose of increasing students ‘attention and motivation and improving student achievement and attitudes toward lessons (Yildirim, 2017).

When participating in multimedia or game development tasks, students need to collect, analyze and organize information based on their interpretation of the learning tasks, their experience of handling relevant events, and appreciation of the learning contents. Such a learning method can engage students in continuous interactions with the learning tasks, contents and contexts, which has great potential in helping them develop problem-solving skills and develop new knowledge (Hwang et al., 2014). During game-based training, students acquire critical skills, such as

30 leadership, interpersonal communication, decision-making, teamwork, task prioritizing and stress management. The practical scenario may be carried out individually or within a team, leading to collaboration and knowledge sharing. Games also require the adoption of high-quality support structures, student participation, as well as the promotion of cognitive and metacognitive skills (Vlachopoulos & Makri, 2017). Table 2.2.2. briefly describes the effectiveness of games in the education system.

Reference Effectiveness of games in education system

(Garris et al., 2002), (Ku et al., 2014) Increasing students’ confidence and enhancing their motivation by incorporating challenge, curiosity and fantasy to a particular issue.

(Gil-Doménech &Berbegal-Mirabent, 2019) Games can positively shape student co-creation behavior.

(Yildirim, 2017) Games enhance students' motivation, academic achievement, and attitudes toward lessons.

(Lee et al., 2015) Games improve collaboration skills.

(Cortez et al., Aravena, 2009), (Gil-Doménech & Berbegal-Mirabent, 2019)

Games improve students` cultivate activity, creativity, imagination, and group work skills-along with academic achievement.

(Menon & Romero, 2019) GBL provides an avenue to dynamic learning and offers students the chance to apply what they learn in an enjoyable, stress-free environment and encourage behaviors, such as persistence and timeliness.

(Garris et al., 2002) Students will be self-motivated and guided in a game-based environment.

(Rodina & Chekushkina, 2015), (Hwang et al., 2014)

Games improve students` abilities to size up non-standard, uncertain situations, abilities for self-development, self-education, motivation for innovation, for comprehension of existence and one’s own being with the account taken of pressing social requests.

(Torre & Berbegal-Mirabent, 2020) The gamification of teaching is a critical direction to follow, permitting students to become the focal point of their learning procedure, improving students’ grades and, to some extent, changing their habits.

(Abdul Jabbar & Felicia, 2015) Games can incorporate multi-sensory settings and can stimulate players’ ability to think and create meaning.

(Vlachopoulos & Makri, 2017) The utilization of game-based technology to deliver, support, and enhance teaching, learning, assessment, and evaluation.

Table2.2.2. Effectiveness of games in education system Source: own elaboration