The Importance of Teacher Bridging in Game-Based Learning Classrooms

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Author(s): Jodi Asbell-Clarke (TERC, Inc, USA), Elizabeth Rowe (TERC, Inc, USA), Erin Bardar (TERC, Inc, USA)and Teon Edwards (TERC, Inc, USA)
Copyright: 2022
Pages: 29
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.ch020

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

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Abstract

Advances in game-based learning and educational data mining enable novel methods of formative assessment that can reveal implicit understandings that students may demonstrate in games but may not express formally on a test. This chapter explores a framework of bridging in game-based learning classes, where teachers leverage and build upon students' game-based implicit learning experiences to support science classroom learning. Bridging was studied with two physics learning games in about 30 high-school classes per game. Results from both studies show that students in bridging classes performed better on external post-tests, when accounting for pre-test scores, than in classes that only played the game or did not play the game at all. These findings suggest the teachers' role is critical in game-based learning classes. Effective bridging includes providing teachers with common game examples along with actionable discussion points or activities to connect game-based learning with classroom content.

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The Importance of Teacher Bridging in Game-Based Learning Classrooms

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