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What is Game-Based Learning (GBL)

Chapter 21
Handbook of Research on Promoting Economic and Social Development Through Serious Games
A learning strategy focused on achieving the particular objectives of given educational content through game play ( Kim et al., 2009 ).
Published in Chapter:
Multiplayer Game-Based Language Learning
Sam Redfern (Newby Chinese Ltd., Ireland) and Richard McCurry (Newby Chinese Ltd., Ireland)
Copyright: © 2022 |Pages: 24
DOI: 10.4018/978-1-7998-9732-3.ch021
Abstract
In this chapter, the authors discuss the Newby Chinese game-based learning (GBL) platform for group-based teaching of beginners Mandarin Chinese as a second language. Details are provided on the design of games within the platform, the pedagogical theories which they support, and the ways that theories of fun and teaching intersect to produce an effective learning experience which students actually enjoy. While aspects of the games within the platform have been designed to specifically support modern Chinese-learning pedagogy, the approaches taken and lessons learned should be useful for a range of GBL content. Newby Chinese has been used by thousands of students over the last three years, and its continued development has been informed by this practical experience.
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Chapter 2
Invigorating Virtual Classrooms in Degree and Post-Degree Studies of Economics With Escape Rooms
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Chapter 16
The Fundamentals of Game-Based Learning
The use of video games to support teaching and learning.
Published in Chapter: The Fundamentals of Game-Based Learning; From: Handbook of Research on Instructional Systems and Educational Technology
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Chapter 6
Digital Game-Based Learning to Teach Mathematics Within CLIL: Using Animal Crossing: New Horizons in the Class
A teaching approach in which students are involved in games in a learning context that has been previously designed by the teacher.
Published in Chapter: Digital Game-Based Learning to Teach Mathematics Within CLIL: Using Animal Crossing: New Horizons in the Class; From: Handbook of Research on International Approaches and Practices for Gamifying Mathematics
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Chapter 21
A Systematic Review of Video Games for Second Language Acquisition
Also called Digital Game Based Learning (DGBL), refers to the use of video games to enhance learning experiences.
Published in Chapter: A Systematic Review of Video Games for Second Language Acquisition; From: Handbook of Research on Integrating Digital Technology With Literacy Pedagogies
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Chapter 1
Gamifying CLIL: Unlocking the Potential of Game-Based Learning
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.
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 9
Rhetorical Replay and the Challenge of Gamic History: Silencing the Siren Song of Digital Simulation
The field of game based learning is broad and it can describe a wide range of learning objectives, learning environments, and teaching techniques. Essential to game-based learning is the idea that the learning takes place within a game where learners have the opportunity to make meaningful choices and have some self-determination of valorized outcomes.
Published in Chapter: Rhetorical Replay and the Challenge of Gamic History: Silencing the Siren Song of Digital Simulation; From: Emerging Technologies in Virtual Learning Environments
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Chapter 28
Educators as Facilitators of Game-Based Learning: Their Knowledge, Attitudes, and Skills
A pedagogical methodology that focuses on the design, development, and application of games in education/and or training with defined learning outcomes. Can include different types of games such as puzzles, board games, digital games, and others.
Published in Chapter: Educators as Facilitators of Game-Based Learning: Their Knowledge, Attitudes, and Skills; From: Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning
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Chapter 553
Mobile Game-Based Learning
A notion rooted in the belief that games can be leveraged in the learning process.
Published in Chapter: Mobile Game-Based Learning; From: Encyclopedia of Information Science and Technology, Fourth Edition
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Chapter 5
‘Play Is Serious Learning': Using Mobile Augmented Reality Gaming to Support Science Learning
Simply put, games used for educational purposes could be categorized as game-based learning; this is one definition used within this study. However, the term game-based learning is also used to describe the effective learning experienced during gameplay.
Published in Chapter: ‘Play Is Serious Learning': Using Mobile Augmented Reality Gaming to Support Science Learning; From: Handbook of Research on Innovations in Non-Traditional Educational Practices
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Chapter 6
Game-Based Virtual-World Environments to Engage Lifelong Learners in Open Courseware for Open Learning
Takes the advantage of game playing in digital environments to engage learners with multifaceted features, complex relationships between completing learning tasks and winning the game playing, and instant feedback and rewards. GBL is also capable of providing mechanisms and structures to incentivize and guide the intended learning behaviors. Winning and learning are both important in GBL.
Published in Chapter: Game-Based Virtual-World Environments to Engage Lifelong Learners in Open Courseware for Open Learning; From: Handbook of Research on Technologies for Improving the 21st Century Workforce: Tools for Lifelong Learning
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Chapter 21
Challenges in the Application of Educational Escape Rooms in the Brazilian Context
A type of learning game with defined learning outcomes. Can include different types of games such as puzzles, board games, digital games, and others.
Published in Chapter: Challenges in the Application of Educational Escape Rooms in the Brazilian Context; From: Handbook of Research on Using Disruptive Methodologies and Game-Based Learning to Foster Transversal Skills
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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 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.
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 29
Spanish Teacher Attitudes Towards Digital Game-Based Learning: An Exploratory Study Based on the TPACK Model
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.
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 learning environments or activities in which a game plays a central role. May refer to all forms of games, but most commonly paired with the word “digital,” as in digital game-based learning, first coined by Marc Prensky in 2000 in his book by the same title.
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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