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Game-based learning (GBL) uses games to teach curricular content through interactive, game-like experiences. Within these environments, lesson content and assessment are integrated through curriculum-aligned questions that support both learning and evaluation (Plass, Homer, & Kinzer, 2015).
GBL is distinct from gamification, which involves the strategic use of game design, mechanics, and elements (e.g., points and badges) in contexts that are not inherently games (Christopoulus & Mystakidis, 2023).
Easily accessible on student's devices
Students practice at own pace
GBL harnesses existing gaming interest --> increases motivation, interaction, engagement, enthusiasm & sustained learning (Capinding, 2022; Khanchai et al., 2025; Manzano-Leon et al., 2023; Rayan & Watted, 2024; Shapiro, 2014)
Students solve problems, apply skills & explore concepts in meaningful ways (Li & Tsai, 2013) deepening conceptual understanding (Bosch et al., 2025)
Provides real-time, actionable assessment data (Shapiro, 2014), enabling teachers to reteach concepts as needed (Nand et al., 2019; Núñez-Pacheco et al., 2023)
Positive effects on academic performance & classroom behaviour (Besalti & Smith, 2024; El Mawas et al., 2022; Fuentes-Riffo et al., 2023; Manzano-León et al., 2023; Mayo, 2009; Vu & Feinstein, 2017)
Helps problem solving, encourages critical thinking, addresses special education needs (Bosch et al., 2025; Nisbit, 2024)
Constructivism -- as students develop understanding by actively utilizing applying their learning (Yutsina, 2020)
Behaviourism -- points earned help to motivate active participation in their learning
Experiential Learning -- through revisiting of concepts in a non-threatening environment (Tsang et al., 2024)
Lily Oh
Secondary Science Teacher
Coquitlam, BC
Emily Shier
Grade 3/4 Elementary Teacher
Port Coquitlam, BC
Laura Charlton
Secondary Science Teacher
Coquitlam, BC
Lisa Herman
Secondary Science Teacher
Kindersley, SK
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