What is Game-Based Learning?

 

Game-Based Learning (GBL) can be described as an environment in which specific problem scenarios with clearly defined goals are placed within a game play context. Game play then enhances the attainment of content knowledge and skills through activities that involve problem solving, challenges, and achievement.

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Flight simulators are a great example of GBL. Pilots are commonly trained on flight simulators, and are able to practice (and fail) in a low-risk environment until they can accomplish specific goals. In this scenario, learning to fly a plane using a game (simulation) is much more effective than learning by reading a textbook.

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Thus, the main idea behind GBL is that of active learning, and it can be applied in teaching any subject. The same principles apply in every game-based learning experience: students work towards a goal, choosing actions and experiencing the consequences of those actions. By playing the game, they are actively practicing the right way to do things, rather than passively learning from a lecture or a textbook.

 

The two central components of GBL are that of learning outcomes and the debriefing process. GBL works best when it is tied to specific learning goals and outcomes. It is imperative that the instructor discusses the academic purpose and learning goals of a GBL experience with their students before allowing them to play the game. Similarly, the instructor should build debriefing time into their lesson plan, in order to maximize the full potential of GBL. Debriefing, or post game analysis, allows students to gain feedback on their game-play results, and reflect on their performance. GBL studies have shown that immediate feedback increases students' motivation, and helps improve their retention rates.  

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What is debriefing and why is it so important for Game-Based Learning? 

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Debriefing is the post-game process by which students are encouraged to collectively reflect on the game they just played, and turn the experience into learning. In fact, most of the actual learning associated with educational games occurs from the debriefing process, rather than from playing the game itself. Ideally, a game-based learning (GBL) experience begins with students playing a game, but it ends when an instructor facilitates an in-depth discussion about what was learned from the game. Debriefing is a chance for instructors to:

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• untangle the factual and fictional elements of the game

• fill students in on the aspects of the game they might have missed

• provide clarity and answer questions

• acknowledge the challenges students may have faced

• re-affirm how the game supports the learning outcomes discussed

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Debriefing plays such an integral role in GBL design, because it gives instructors the chance to make sure that the virtual experience of the game was “correctly embedded,” through post-game analysis. More often than not, the debriefing process takes more time to complete than the game itself, because students enjoy discussing what they have just experienced.

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The debriefing process has been built into the design of this project from the beginning, and sample guidelines and questions are included in the teaching guide provided on this site. Ideally, however, each instructor should design their own debriefing process, based upon what their desired learning outcomes are. (The same game could be used by different educators for different educational purposes.)

 

What are the distinctive features of Game-Based Learning?

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Game-Based Learning (GBL) changes a student’s mindset. Suddenly playing become learning, and learning becomes fun. One of the goals of GBL is for students to enjoy the process of learning. GBL is founded in flow theory, which states that a player loses track of time when an activity is driven by pleasure rather than by external rewards. Similarly, sociocultural theory argues that learning takes place when it is social, active, and situated. GBL is beneficial for students, because they are able to:

 

• Explore the content from new social roles or a different point of view.

• Build an emotional connection to learning and subject matter.

• Learn through meaningful discovery.

• Experiment and test new ideas.

 

Indeed, GBL is focused on “learning by doing,” rather than “learning by being told.” GBL depends upon interaction- the students must play the game for the game to work. This unique power dynamic boosts learning in several ways:

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• Agency. GBL allows students to feel empowered. They get to make decisions in regards to their own learning, and in most traditional educational environments, students don’t get many chances to be in charge.

• Ownership. As a student learns throughout the game, they gain much more ownership of the material, which improves retention.

• Growth. GBL encourages a growth mindset. Students know that to become better at a video game- you have to practice at it. The same mindset applies to GBL- the more challenging the game, the more you should play it.

• Low-Risk Failure. GBL provides a safe environment for failure. It can be hard for students to fail in a public setting like a classroom. Games give them a chance to fail, learn from your mistakes, and try again.

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Other benefits of Game-Based Learning include:

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• Achieving small goals throughout the game makes students feel as though they are progressing.

• Students learn about the relationship between tactics and strategy, by taking small steps that lead to a final end result.

• Nonlinear game narratives help students become more confident, independent thinkers, and encourage them to learn the value of alternative paths.

• The competitive nature of gaming boosts learning motivation.

• Students gain a sense of achievement when solving problems and dealing with challenges.  

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Why is Game-Based Learning particularly effective for teaching history?

 

Many students find history class “boring,” and “useless,” and much of this can be traced to the problematic ways in which history is taught in the classroom. The traditional methods of teaching history fail in that, 1) there is too much emphasis on rote memorization of facts and dates, and, 2) history is presented as a collection of unchangeable facts that have no modern-day relevance.

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In the 21st century, history is more relevant than ever- but it’s no surprise that students fail to see its importance. In a world dominated by search engines- memorizing facts is a waste of time. For example, knowing that the Korean War ended on July 27, 1953 is no longer necessary- one Google search will tell you as much. Similarly, history as a discipline is very text-heavy, it involves the extensive reading of documents, which can become a tedious exercise for students who grew up playing on their parents’ iPhones.

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Regardless- history still matters, because in studying history, students develop essential skills like critical thinking, textual analysis, and academic writing. They also gain the ability to detect bias in an argument, and to conduct in-depth scholarly research. All of these skills are applicable in virtually any field, and they are vital in successfully navigating the digital landscape of the 21st century.

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History is a subject particularly suited to benefit from Game-Based Learning (GBL) for two simple reasons. First, history is fundamentally about stories. Thus, it is a perfect candidate for GBL, because at the heart of every game lies a strong story-line. History provides the content and the narrative, and GBL provides an engaging environment in which students can practice key skills. The second reason is that GBL enhances the learning of “21st century skills,” which aren’t often emphasized by traditional methods of instruction, which value standardization, passing or failing, and having just one correct answer. In contrast, 21st century skills involve 3 core ideas:

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1. Critical thinking: decision making, problem solving, scientific reasoning, and systems thinking.

2. Creativity: originality, divergent thinking, innovation, and learning through risk-taking and failure.

3. Communication and Collaboration: flexibility, compromising, shared responsibility, working effectively with diverse groups.

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Many of these 21st century skills can be easily applied in the history classroom. These skills encourage students to question the world around them, and that is one of the fundamental pillars of being a successful historian. Thus, using modern technology, GBL encourages students to see history from a fresh perspective, which can makes learning the actual content seem more interesting and relevant.

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How prevalent is Game-Based Learning in American classrooms?

 

Despite the fact that technology has become commonplace in America’s classrooms, Game-Based Learning (GBL) is still absent from the majority of lesson plans. One estimate found that less than 10% of American teachers are using GBL experiences in their classrooms. There are a couple of reasons for this:

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1. The American education system is notoriously slow to change.

2. GBL experiences cannot be created in a couple of days. They require time, money, interdisciplinary collaboration, and extensive beta testing to be designed correctly.

3. Open-Source technology that can be utilized to create GBL experiences is still relatively new, and requires a certain level of proficiency in computer programming.

4. GBL as a concept is also quite new- it emerged in 2001 from Marc Prensky. There has been a recent flurry of scholarly research surrounding the merits and possibilities of GBL, but it will not be implemented on a wider scale until scholars provide definite proof that GBL is a verified approach to education.

 

This being said, in the past decade, America’s classrooms have embraced technology to a certain extent- laptops, iPads, and tools like Blackboard, Google Drive, and PowerPoint are commonplace nowadays. However, most of this technology has not affected the fundamental ways in which teachers teach or students learn. Reading from the textbook and taking notes from lectures are still the main ways in which information is regurgitated- from the whiteboard to the notebook to the exam paper. Although many teachers are now incorporating materials like online quizzes into their curriculum- this technological application is not the same as Game-Based Learning. Many “games” being utilized in classrooms today are nothing more than memorization drills- the online quiz format does not engage students any more than old-fashioned flashcards do.

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Many scholars predict that GBL will become prevalent in American classrooms in the next decade, because online games have become a part of everyday life, especially for younger students. Students today are comfortable with the game play format, and preliminary research has shown that, when compared to more traditional methods of learning, GBL:

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1. Is preferred by teachers, because it enhances academic performance (retention of content and attainment of skills) more effectively.

2. Is preferred by students, because it is fun, engaging, and challenging.  

 

Thus, it is reasonable to assume that online games will become integrated into educational curricula in the coming years.

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What were the design considerations of this Game-Based Learning experience?

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 The design process behind Cold War Confidential was informed by the most recent scholarship on game-based learning. The foundational principles that shaped our project design include:  

 

Educational Considerations:

• Meet curriculum requirements.

• Meet core standards.

• Identify specific goals and learning outcomes.

 

Pedagogical Considerations:

• Instructors must identify clear rules and goals.

• Students must understand how the game supports their learning objectives.

• Students must be given adequate time to practice their new skills in different contexts.

• Students must be given adequate time for new knowledge to be retained.

• Instructors must create an environment that encourages reflection and critical thinking, rather than memorization.  

• Instructors must lead the debriefing process after the game, and give students adequate time to reflect upon what they have learned.

 

Design Attributes:

• Balance: the game must not overwhelm the content and vice versa.

• Fantasy: “real life” consequences do not apply, thus lessening the risks of failure.

• Integration: the game must stimulate affective and cognitive dimensions.

• Immersive: the student should be absorbed by the gaming experience.

• Interactive: the progress of the game depends on the actions of the player.  

• Story: a compelling narrative must drive the game.

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Player Elements:

• Challenge

• Conflict

• Interest

• Emotional engagement

• Agency: the player should have the ability to exert control over the game.

• Customization: there should be different ways of approaching the game.

• Ability to fail: students are allowed to fail, learn from their mistakes, and try again.

• Feedback: when a student does fail, they should receive immediate feedback as to why they failed, and what they must do to succeed next time.

• Assessment: students must be debriefed after the game to to allow them to reflect and assess what they have learned from playing the game. This assessment can be achieved in a variety of ways, including homework, quizzes, focus groups, or in-class discussion.

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Were teachers, students, or academics consulted in the design process?

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Yes! This project was designed by a Northeastern History graduate student and a Computer Science undergraduate. We acted as beta users, before soliciting feedback from our Digital Humanities committee. We also designed feedback questionnaires, and received suggestions from over 40 beta-testers, including:

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• Undergraduate professors who teach Cold War History

• Graduate professors who teach American History

• Public Historians and Museum Professionals

• Public and Private High School teachers who include the Cold War in their curricula

• Undergraduate students (some of whom major in History, some of whom major in STEM subjects)

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We will continue to revise and update the project based upon the recommendations of other educators who wish to utilize this resource.