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Why Game-Based Learning Did Not Achieve What It Could Achieve: Challenges and Success Factors

Why Game-Based Learning Did Not Achieve What It Could Achieve: Challenges and Success Factors

Wee Hoe Tan, Sean Neill, Sue Johnston-Wilder
Copyright: © 2018 |Pages: 18
ISBN13: 9781522551980|ISBN10: 1522551980|EISBN13: 9781522551997
DOI: 10.4018/978-1-5225-5198-0.ch026
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MLA

Tan, Wee Hoe, et al. "Why Game-Based Learning Did Not Achieve What It Could Achieve: Challenges and Success Factors." Gamification in Education: Breakthroughs in Research and Practice, edited by Information Resources Management Association, IGI Global, 2018, pp. 482-499. https://doi.org/10.4018/978-1-5225-5198-0.ch026

APA

Tan, W. H., Neill, S., & Johnston-Wilder, S. (2018). Why Game-Based Learning Did Not Achieve What It Could Achieve: Challenges and Success Factors. In I. Management Association (Ed.), Gamification in Education: Breakthroughs in Research and Practice (pp. 482-499). IGI Global. https://doi.org/10.4018/978-1-5225-5198-0.ch026

Chicago

Tan, Wee Hoe, Sean Neill, and Sue Johnston-Wilder. "Why Game-Based Learning Did Not Achieve What It Could Achieve: Challenges and Success Factors." In Gamification in Education: Breakthroughs in Research and Practice, edited by Information Resources Management Association, 482-499. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-5198-0.ch026

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Abstract

This chapter investigates the reasons behind the attitude differences of professionals involved in Game-Based Learning (GBL). Semi-structured interviews were conducted between October 2009 and March 2010 with 11 Subject Matter Experts (SMEs) and 11 game experts in the UK. The interviews aimed to explain why the professionals' attitudes were statistically significantly less positive when comparing what GBL could ideally achieve and what it usually achieves. The negative experience encountered by the interviewees is the key reason of the attitude differences. The accountability culture of UK education diminished SMEs' confidence in GBL practice, and the condition was further impaired with the lack of good quality games. Time constraints, online security for minors, and teachers' lack of understanding about games were also the challenges faced by the GBL practitioners. Meanwhile, 5 factors of positive GBL practice were identified in the study (i.e. flexibility, use of media-rich resources, positive attitude towards new teaching methods, trendy learning strategies, and maturation of GBL systems). Based on the positive and negative experiences shared by the interviewees, the chapter proposes a guideline for ideal GBL practice, which highlights how successful GBL practice could be replicated and how failed attempts could be avoided.

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