Game based learning (GBL) is a branch of serious games that deals with applications that have defined learning outcomes. Generally they are designed in order to balance the subject matter with the gameplay and the ability of the player to retain and apply said subject matter to the real world.
Games often have a fantasy element that engages players in a learning activity through narrative or storylines. Educational video games can be motivating to children and allow them to develop an awareness to consequentiality.[1] Children are allowed to express themselves as individuals while learning and engaging in social issues. Today's games are more social, with most teens playing games with others at least some of the time and can incorporate many aspects of civic and political life.[2] Students that participate in educational video games can offer deeper, more meaningful insights in all academic areas. The success of game-based learning strategies owes to active participation and interaction being at the center of the experience, and signals that current educational methods are not engaging students enough. Experience with and affinity for games as learning tools is an increasingly universal characteristic among those entering higher education and the workforce.[3] Game-based learning is an expansive category, ranging from simple paper-and-pencil games like word searches all the way up to complex, massively multiplayer online (MMO) and role-playing games. [4]. The use of collaborative game-based role-play for learning provides an opportunity for learners to apply acquired knowledge and to experiment and get feedback in the form of consequences or rewards, thus getting the experiences in the 'safe virtual world'. [5]
The built-in learning process of games is what makes a game enjoyable. The progress a player makes in a game is through learning. It is the process of the human mind grasping and coming to understand a new system. The progress of understanding a new concept through gaming makes an individual feel a sense of reward whether the game is considered entertainment (Call of Duty) or serious (FAA-approved flight simulator). Well-designed games that motivate players are what make them ideal learning environments. Real-world challenges are easier faced within a game containing effective, interactive experiences that actively engage people in the learning process. In a successful game-based learning environment, choosing actions, experiencing consequences, and working toward goals allows players to make mistakes through experimentation in a risk-free environment. Games have rules and structure and goals that inspire motivation. Games are interactive and provide outcomes and feedback. Most games also have problem solving situations that spark creativity.[6]
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Traditionally, technology used in school operates at the base level. They usually make up case studies designed to introduce students to certain technologies in a effort to prepare them for a future major assignment that requires the aforementioned technology. In the future, technology and games are expected to be used in simulation environments to simulate real world issues. In the professional sector, such as flight training, simulations are already used in an effort to prepare pilots for training before actually going out into planes. These training sessions are used to replicate real life stresses without the risk factor associated with flying. [7]
Before deciding how to use game based learning, the trainer must first determine what they would like the trainees to learn. A trainer that fails to focus training around a central idea runs the risk of using a game that fails to connect with the learners. To prevent this, tailor the material to the demographic(age group, familiarity, educational pre-text)so that the material is neither too difficult or familiar to the learner. [8] Gathering ideas from children early in the design process has yielded useful insights into what children want in technology in general or in a specific type of application.[9] Children's early involvement in requirements gathering has revealed clues also about gender differences in preferences related to technology, children's navigation skills, ways of presenting textual information, application-specific content-related preferences, the variety of elements to be included in user interfaces and their structures, and children's desire to personalize their applications.[10]
As children, games are played to enhance intellectual levels. Games like monopoly and Life which forces people to think are types of old fashioned games. When I think about the time that was spent with my family it was priceless. It not only allowed us to come together as a family, but it allowed us to participate in Team Building. There should be more activities that allow families to come together socially. We need more games of all types to engage and capture the learning potential of individuals while employing their experience and point of view to help others and themselves to learn.