Abstract
This chapter explores the potential of game-based learning (GBL) as a dynamic way to engage and motivate learners, making learning fun and purposeful, drawing upon relevant research from the field. The author will attempt to define game-based learning and explore the capacity of GBL to affect change within educational contexts. It will be argued that GBL resources have the capacity to provide a meaningful and purposeful context for learning, with a particular focus on GBL within a CLIL setting. GBL is a powerful learning environment. The potential of GBL acting as an effective vehicle to promote the learning of mathematics in a setting where the language of instruction is not the first language of learners will be investigated, drawing upon existing research and the work undertaken by the author as part of an Erasmus+ Project, Framing CLIL.
TopIntroduction
Drawing upon relevant research and research within the field, this chapter will attempt to define game-based learning (GBL) and examine its potential in classroom settings and the associated benefits for educators and learners. GBL will be explored within a CLIL setting within the context of an Erasmus+ funded project FramingCLIL (ref. no. 2018-1-UK01-KA203-048071). This chapter also aims to demonstrate how playing games requires learners to think creatively to solve problems. In CLIL classrooms, learners are often required to engage with subject content and concepts in the language of instruction in order to progress. The cognitive processes and demands of engaging with subject content and concepts in a language that is not the learners’ first language (L1) can be associated with the development of higher order thinking skills and independent learning. Similarly, GBL requires learners to engage appropriate cognitive processes with increased speed of processing, sensitivity to environmental inputs, or flexibility in allocating cognitive and perceptual resources (Tobias, 2009; Anderson & Bavelier, 2011).
Whilst there are numerous studies that demonstrate the potential of GBL within educational settings, there remains little research into the potential of GBL within a CLIL context. This chapter intends to contribute to the growing debate about the role of GBL within CLIL classrooms and how it might support effective teaching and learning, with reference to the FramingCLIL project.
Key Terms in this Chapter
Game-Based Learning (GBL): Learning approach that consists of a type of game play with defined learning outcomes. GBL is designed to balance contents to learn with gameplay, as well as with the ability of the learner/player to understand, retain and apply that content matter to the real world.
Digital Game-Based Learning (DGBL): Learning approach that consists of using interactive digital games with defined learning outcomes. DGBL is designed to balance contents to learn with digital gameplay, as well as with the ability of the learner/player to understand, retain and apply that content matter to the real world.
Gamification: Strategic attempt in non-gaming contexts to enhance activities, tasks, projects, etc. to create similar experiences to those undergone when playing games, so that individuals feel motivated and engaged.
CLIL: Acronym for Content and Language Integrated Learning. CLIL, the main European approach to bilingual education, can be defined as a pedagogical approach with a dual focus consisting of learning content through the medium of a foreign language and learning a foreign language by studying a content-based subject.