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What is Digital Game-Based Learning (DGBL)

Chapter 11
Handbook of Research on Teaching and Learning in K-20 Education
DGBL started out as an instructional strategy that can be embodied through computer-based applications. Through the advancement of learning technologies over the years, DGBL now can be considered a stand-alone learning environment that can address to various levels of learning needs.
Published in Chapter:
Online Learning Engagement System (OLES) Design Framework for Postsecondary Online Learning Environments: A Synthesis on Affordances from Game-Based Learning, Social Media-Enabled Learning, and Open Learning
Wen-Hao David Huang (University of Illinois at Urbana-Champaign, USA)
Copyright: © 2013 |Pages: 19
DOI: 10.4018/978-1-4666-4249-2.ch011
Abstract
Considering the increasing enrollment in online education programs among higher education institutions in the U.S., many researchers and educators have expressed their concerns on issues that may impact online learning engagement. With a low level of online learning engagement, learners are less likely to complete the coursework and the intended learning does not occur. In order to correct this learning issue, this chapter proposes the Online Learning Engagement System (OLES) design framework to explore potential solutions that can improve online learning engagement. The OLES design framework is grounded in multiple theoretical perspectives and situated in current learning technology applications (game-based, social media-based, and open learning). While the scope of this design framework is limited at a conceptual development stage, future research potential to continue this theory-building effort is promising.
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More Results
Chapter 1
Gamifying CLIL: Unlocking the Potential of Game-Based Learning
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.
Published in Chapter: Gamifying CLIL: Unlocking the Potential of Game-Based Learning; From: Handbook of Research on International Approaches and Practices for Gamifying Mathematics
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Chapter 29
Spanish Teacher Attitudes Towards Digital Game-Based Learning: An Exploratory Study Based on the TPACK Model
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.
Published in Chapter: Spanish Teacher Attitudes Towards Digital Game-Based Learning: An Exploratory Study Based on the TPACK Model; From: Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning
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Chapter 11
A Guide to Integrating COTS Games into Your Classroom
Refers to any form of use or integration of game into a learning environment in which the game plays a central role and is itself a digital (computer or console) game. May refer to serious games, curriculum in which the students design their own game, or COTS GBL.
Published in Chapter: A Guide to Integrating COTS Games into Your Classroom; From: Handbook of Research on Effective Electronic Gaming in Education
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Chapter 2
Designing and Producing CLIL Materials for Mathematics Content Learning: An International Telecollaborative Case Study
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.
Published in Chapter: Designing and Producing CLIL Materials for Mathematics Content Learning: An International Telecollaborative Case Study; From: Handbook of Research on International Approaches and Practices for Gamifying Mathematics
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Chapter 9
Utilizing Digital Educational Games to Enhance Adult Learning
Those games that are education-focused and available in the digital environment.
Published in Chapter: Utilizing Digital Educational Games to Enhance Adult Learning; From: Handbook of Research on Program Development and Assessment Methodologies in K-20 Education
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Chapter 21
Educational Opportunities of Virtual Game-Based Initiatives for Students With Disabilities
Consists of the introduction of game-based mechanics performed through digital media such as computers or mobile phones in different areas (education, health, business, etc.) to meet the learning demands of a target population by training a wide range of skills while promoting entertainment, motivation, satisfaction, ideation, etc.
Published in Chapter: Educational Opportunities of Virtual Game-Based Initiatives for Students With Disabilities; From: Handbook of Research on the Influence and Effectiveness of Gamification in Education
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Chapter 12
Perceived Challenges and Opportunities of Digital Games
Refers to a pedagogical method or approach that integrates digital games as educational tools (Prensky, 2003; Van Eck, 2006, 2015). The concept is not new but an evolution from game-based learning, which promoted learning principles into digital game environments.
Published in Chapter: Perceived Challenges and Opportunities of Digital Games; From: Handbook of Research on Innovations in Non-Traditional Educational Practices
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Chapter 11
The Perceived Appropriateness of Digital Games From ELL Teachers
Refers to a pedagogical method or approach that integrates digital games as educational tools (Prensky, 2003; Van Eck, 2006, 2015). The concept is not new but an evolution from game-based learning, which promoted learning principles into digital game environments.
Published in Chapter: The Perceived Appropriateness of Digital Games From ELL Teachers; From: Handbook of Research on Equity in Computer Science in P-16 Education
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Chapter 8
Teacher-Designed Games: A New Era in Education?
A learning and teaching approach that utilizes digital games/game-based environments to create intriguing, engaging, entertaining, and challenging activities with the goal of achieving learning objectives and producing learning outcomes that can be objectively measured (Coller & Scott, 2009).
Published in Chapter: Teacher-Designed Games: A New Era in Education?; From: Handbook of Research on Equity in Computer Science in P-16 Education
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Chapter 282
Application of Gamification to Blended Learning in Higher Education
Digital games created for learning purposes characterized by learning that occurs by interaction of the player with the mechanics of the game.
Published in Chapter: Application of Gamification to Blended Learning in Higher Education; From: Encyclopedia of Information Science and Technology, Fourth Edition
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Chapter 6
Digital Game-Based Learning to Teach Mathematics Within CLIL: Using Animal Crossing: New Horizons in the Class
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