Why Game-Based Learning & Gamification?

Game-based learning and gamification have their origins in the psychology of social development and educational learning theory. The following social and educational theorists and modern academics understood the immense power of play and the amazing possibilities when play and learning are combined.

Proponents of Play as Learning

John Dewey

John Dewey, progressive educational theorist, believed that children have a natural drive to experiment and discover through play (1910). He suggested that inquiry takes place naturally during play. However, school feels like work to a child, and this does not inspire a child's curiosity or interest. Dewey posited that school should look more like the "real world" in order to allow children to inquire, discover, and learn through play (1910).

Jean Piaget

Jean Piaget, the Father of Constructivism, understood that play is vital in a child's cognitive development. He proposed that play changes as children age to become more abstract and social, thus activating different schemas and allowing children to create worlds of imagination and creativity (Piaget, 1962).

Lev Vygotsky

Lev Vygotsky, the Father of Social Constructivism, introduced the ideas of a Zone of Proximal Development and scaffolding of learning. He, like Piaget, also believed play to be central to a child's development. Vygotsky (1978) famously stated, “In play a child is always above his average age, above his daily behavior; in play it is as though he were a head taller than himself. As in the focus of a magnifying glass, play contains all developmental tendencies in a condensed form" (1967, p.16). Thus, children are able to stretch beyond perceived abilities for their age when social play, that is at a "just challenging enough" level, is involved.

Proponents of Gaming & Gamification for Learning

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James Paul Gee

James Gee, sometimes called the Godfather of Game-Based Learning, stated, "When we think of learning we think of work. Games show us this is wrong. They trigger deep learning that is itself part and parcel of the fun. It is what makes good games deep" (2005, p.15). He posited that the principles of good video game design could be applied in classrooms to help students learn and enjoy learning. 

These principles include (Gee, 2005): 

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Judy Willis

Judy Willis, neurologist and educator, is an advocate for the use of gamification in classrooms. She explained that the video game model of learning allows students to move quickly through what they already understand (the easy levels), thus avoiding boredom, and onto their appropriate level of challenge, which is more interesting, motivating, and enjoyable (Willis, 2011).

So, why should you use game-based learning & gamification in your classrooms?


Take a moment to watch the videos below and discover even more about 

the power of game-based learning and why you should give it a try. 

In this video, James Paul Gee gives an in-depth description of good learning principles that games employ to engage people's interests. He explains why they should be used in schools in game-based learning.

These principles fall into three categories: 

Click here to read Judy Willis' explanation of her research on video games and dopamine motivation in learning.

Katie Salen describes the power of game-based learning. She gives us a glimpse into a school (Quest to Learn) in New York that was designed around using games as learning systems and leveraging the digital lives of kids.

Considerations When Using GBL & Gamification

While game-based learning has many benefits, there are special considerations educators must take into account. The following are examples of barriers that can prevent participation in game-based learning and gamification for some students, making for an inequitable educational environment if this approach is used without due consideration.


Access to Technology & Broadband Internet: 

In 2016, the United Nations declared internet access to be a basic human right. However, as of November 2020, two-thirds of school-aged children did not have access to the Internet in their homes (n.d., 2020) and many in disadvantaged areas did not have access to a computer or alternative device. Without access or the necessary devices at home, it would not be possible for many students to participate fully in game-based learning and gamification, though they might very much want to if they had the opportunity. Many schools in rural and disadvantaged areas have a limited number of computers available, which means that game-based learning requiring 1:1 technology wouldn't be possible. This is a fact that educators need to consider when thinking about using game-based learning.


Accessibility & Inclusion Considerations: 

When considering the use of game-based learning in their classroom, educators must keep in mind the inclusion of all students. Special accessibility concerns must be accounted for and adaptations must be made, as much as possible, for students with vision, hearing, mobility, and other disabilities. Click here to view a webinar on making electronic content accessible to all audiences. Click here to view the Universal Design for Learning Guidelines which can help to guide your decisions when selecting new learning methods and resources for your classroom to ensure they are as equitable and inclusive as possible.

After engaging with the links and media on this page, what are your thoughts on the value of game-based learning and gamification? Navigate back to the course blog and add your thoughts to our discussion section for this week. We are excited to hear your questions, thoughts, and your own experiences with gamification and game-based learning.