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

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Author(s): Azita Iliya Abdul Jabbar (Waterford Institute of Technology, Ireland)and Patrick Felicia (Waterford Institute of Technology, Ireland)
Copyright: 2022
Pages: 23
Source title: Research Anthology on Developments in Gamification and Game-Based Learning
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-6684-3710-0.ch087

Keywords: Educational Technologies / Gaming in Education / Information Science Reference / Knowledge Management and Library Science

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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.

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

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