Game-based learning is a new form of instructional methods used in the classroom exposing students to repetition in a game-like simulation (Furdu, Tomozei, & Kose, 2017). With new and upcoming methods disadvantages do arise. With trial and error, the once challenging obstacles will be overcome. Currently, there is a lack of empirical research to provide consistent and reliable data to back up positive or negative correlation with game-based learning methods on student retention, engagement, and motivational outcomes (Furdu, Tomozei, & Kose, 2017). With a new way to approach learning, students are exposed to various outcomes of the learning experience. Students can face possible outcomes of failures that can influence undesirable learning behavior (Furdu, Tomozei, & Kose, 2017). For instance, loss of confidence, motivation, or even disengagement from the activity at hand. With a lack of research and the need for further experimenting, there is not a possible conclusion to relate clear game elements with learning outcomes (Dehghanzadeh, Fardanesh, Hatami, Talaee & Noroozi, 2019).

With the change, there is always resistance. There is a high demand to move away from traditional practices and move into an advanced method of learning, especially using technology (Furdu, Tomozei, & Kose, 2017). In game-based learning programs there is a visible enhancement of student satisfaction (Dehghanzadeh et al., 2019). Students have shown an increase in engagement, motivation, and retention during game assimilated programs during a study (Dehghanzadeh et al., 2019). There has also been a positive correlation between decreasing the learning gaps (Dehghanzadeh et al., 2019). Game-based learning applications create adaptive features that learn and personalize the player’s learning preference and provides practical and real-life simulations (Dehghanzadeh et al., 2019). The game-based learning method is held desirable to many teachers and instructors to pass on content to an array of different learning preferences. Students also voiced the satisfaction of getting a break from the instructor’s voice and using alternative methods to learn the content.

Educators are constantly reflecting how their instruction is going by assessing their students’ performance. It is important for teachers to be aware though, that a students’ performance is not necessarily an indicator of knowledge. With many different learning styles, not all students will be successful in a traditional classroom setting using pencil and paper (Hwa, 2018). With technology readily available to schools and teachers, many educators and researchers (Hung, Huang, & Hwang, 2014; Hwa, 2018; Ronimus, Eklund, Pesu, & Lyytinen, 2019; Tobar-Munoz, Baldiris, & Fabregat, 2017) are experimenting with the incorporation of technology into curriculum to see if there is a positive correlation between game-based learning and student achievement and motivation. In a study (Ronimus et al., 2019) examining the potential of a digital game-based reading intervention on second graders with designated learning challenges, results indicated that students that participated in the experimental group showed improvements in their word reading skills. Tokac, Novak, and Thompson also found similar results; a meta-analysis showed a small statistical gain in mathematical understanding after participation in math games (2019). Similarly, the New Caney Independent School District found that after a year of working with the math game Prodigy, third graders significantly raised their end of the year test scores (n.d.). Researchers (Ronimus et al., 2019) believe that game-based learning interventions may be useful for teachers and parents when working with students that have moderate to severe difficulties with reading; however, it is recommended that other methods be researched further to promote more advanced reading skills.

When planning curriculum instruction, in order to see the best results from students, it is important for educators to consider students' feelings, attitudes, and motivation (Hwa, 2018). A study (Tobar-Munoz et al., 2017) conducted in Colombia on fifty-one third through sixth graders investigated if there was a correlation between increased performance and motivation in relation to the incorporation of an augmented reality game-based learning (ARGBL) intervention for a reading activity. Results indicated that students’ performance was not altered by participating in the experimental group with the ARGBL activity, but students who participated in the ARGBL activity reported increased motivation and enjoyment. Even though student performance was not affected by participation in the experimental group, researchers agree that students’ increased motivation and enjoyment, as a result of the ARGBL intervention, could lead to a greater interest in reading in the future. Another study (Hung et al., 2014) conducted in an elementary school mathematics classroom environment, indicated that students that participated in the experimental group with a digital game-based learning (DGBL) approach reported higher self-efficacy than the traditional instruction group. In terms of learning achievement and motivation, students that participated in the DGBL experimental group also outperformed students in the control group (Hung et al., 2014). Hwa states “The power of gaming is particularly relevant to today’s students who have grown up with interactive digital technologies,” (2018, p. 264). It is up to the educators of today to thoughtfully incorporate technology into the classroom to motivate students, and potentially boost their overall performance.

Game-Based Learning is designed to increase engagement, collaboration, and entertainment when delivering content to students. Game-based learning is not a substitution or replacement to classroom teaching, rather a supplemental tool to increase the motivation of students (Hwa, 2018). Three themes arose from researching game-based learning; pros and cons of game-based learning, the effect on students’ motivation and achievement, and how gender affects or is effected by it. Studies have found a positive correlation between student engagement, motivation, and retention of the content, but due to the lack of current empirical research, it is suggested that more research be done (Furdu et al., 2017). Game-based learning allows educators to deliver content in different ways which helps differentiate learning for multiple intelligences (Hwa, 2018). With active participation, there has been an increase in motivation and achievement as expressed by student feedback (Hwa, 2018). When participating in game-based learning activities, the achievement levels in females and males were virtually the same (Hou, 2013). Although some differences exist between genders when interacting with game-based learning, an important result across studies is that there are increases in achievement despite gender (Hou, 2013). Game-based learning has shown an overall positive effect on learning and should be incorporated seamlessly in classroom teaching.