Fostering Transversal Skills in Game-Based Learning: A Deep Learning Approach

Introduction

Over the last decade, game-based learning has increasingly gained its popularity in education and made its in-roads into classrooms and schools (Breien & Wasson, 2021; Dickey, 2015; Zheng & Gardner, 2017). The use of games in education is justified by the argument that educational games also known as edu-games may change the way the learners process information, form mental representation of the new learning materials, and transfer the learnt knowledge to new learning situations (El Mawas, Tal, & Moldovan, 2020; Enyedy, Danish, Delacruz, & Kumar, 2012; Goldstone & Wilensky, 2008; Zheng & Truong, 2017). For example, Ahrens and Zascerinska (2012) found that students who learn with games are more motivated and creative in thinking about the subject. Bedwell et al. (2002) noticed the connections among the use of educational games, the achievement, and learners’ problem-solving abilities. If the educational games are to offer the expected benefits as mentioned previously, they should be amenable to some cognitive and affective capabilities where the learners would find their niche in game-based learning through high-level thinking. Unfortunately, the existing research in game-based learning has been taking a granulated approach rather than focusing on a broad, systematic view that explain the interplay of the underlying factors under study. For instance, instead of understanding the relationship between the characteristics of educational games and human cognitive architecture as well as the mechanism that fosters the transversal skills in terms of knowledge application and transfer, the existing research focuses on pedagogical game strategies that limit to factual information processing resulting in superficial learning outcomes on one hand, and failing to show clearly the benefits of game-based learning on the other (Gosen & Washbush, 2004; Oksanen, Lainema, & Hamalainen, 2017).

Research in cognitive science has shown that transversal skills like application, transfer, etc. in an interdisciplinary learning are largely influenced by such factors as (a) the state of cognitive processing, (b) the strategy to promote in-depth cognitive processing, and (c) the condition that facilitates (a) and (b). Cognitive processing refers to how humans process information, which is based on human cognitive architecture that determines the mode of learning and processing. Strategy refers to the method that is used to promote the depth of cognitive processing. For example, strategies focusing on analysis, synthesis, application and making inferences are fundamentally different from strategies that promote recall, paraphrasing, and memorization. The former promotes deep level understanding whereas the latter facilitates shallow processing of the information (Zheng & Gardner, 2020). Finally, the condition is about the paraphernalia in learning that support cognitive processing and strategy implementation. It includes hardware (computer, iPad, game console, virtual reality goggle, etc.) and software (games, virtual reality software, augmented reality programs, etc.). The purpose of this chapter is to discuss the interrelationship among these three factors and how they can be integrated in the design of learning to promote transversal skills in interdisciplinary learning where knowledge is transferred from one domain to another. In particular, the chapter will discuss the design of such learning in the context of Covid-19 where online learning has become a new norm for content delivery. By reading the chapter, the readers will be able to:

• 1.

  Be familiar with the cognitive and affective mechanisms that affect cognitive processing

• 2.

  Understand the relationship among human cognitive architecture, instructional strategies and condition of learning

• 3.

  Develop knowledge of how to design and develop learning that promotes transversal skills in online learning

• 4.

  Apply above knowledge to their future research and practice