Game-based learning is not a new idea. There are a lot of games out there already that encourage students to practice and review content they've already learned. Platforms like Gimkit, Quizizz, Legneds of Learning, and many more, are already being incorporated in classrooms across the nation. Perini (2018) provide examples of undergraduate students testing game-based learning programs and found that the motivation to learn was higher when compared to traditional teaching activities. In an evaluation of effectiveness for game-based learning, assessments and evaluations were observed. By the end of the study, there were statistically significant improvements in all areas tested: overall, factual, conceptual, and procedural knowledge (Perini, 2018). With such enhancements of knowledge acquisition and student motivation, why not encourage the development of more game-based learning?
One of the most intriguing aspects of game-based learning is student motivation. Students now grow up being exposed to the digital world at a young age, primarily through learning games; gaming is what they know best and what they are comfortable with. Video games can be used to encourage inquiry-based practices in the classroom environment, and fascinate students with the hands-on experience (Annetta, 2012). There is so much potential in this form of learning because the games stimulate real-world complexity and make the learning connected to students’ lives in and out of the classroom (Meluso, 2012). In higher education classes, game-based learning revealed positive responses to motivating students, improved students' perception of learning and mastery (Hosseini, 2019). Game-based learning can be used to enhance learning strategies already used such as peer collaboration and feedback on student work. A study in South Africa focused on the discussion and reflection coupled with gameplay and found that there was a positive correlation with student success when these were paired together (Roodt, S., & Ryklief, Y., 2019). When feedback is presented during the learning process, even in game-based learning, higher scores are achieved on inferential questions (Erhel, S., & Jamet, E., 2013). In the evaluation of Create@School, students were able to demonstrate higher-level process such as creation, problem solving, and enthusiasm (Gaeta, 2019).
Games can bring out a competitive drive in many students. When game-based learning was evaluated under competitive circumstances, students who were in non-competitive groups actually read the instructions carefully, sought additional support, and scored better academically, unlike the competitive group who rushed through the material (Chen, 2018). While competition can aid in motivation for some, it can become very discouraging or provide pressures that rush students. If done properly, competition can be positive for a learning environment, but as Chen and others discovered, it can also lead to rash decision making. Another thing to consider when developing game-based learning is student need. The systems should adapt to the learners' abilities, thus encouraging continued learning (Hamaria, 2016). At the end of the day, the learning platform must put the learner first and meet them at their level of understanding. This is possible with game-based learning which has so much potentials.
The world is in constant motion and so are the people of this planet. To keep up with the on-the-go feeling, learning needs to adapt. Ariffin (2018) explore mobile learning to educate Malaysian students with STEM-based skills because most graduates are lacking proficiency in these areas. Taking education out of the classroom was explored as an option to make learning more accessible. Mobile learning was found to provide access to students without a fixed class time so students could learn on their schedule (Ariffin, 2018). Because mobile phones are used on a daily basis by many, devices can be easily adapted to include learning on a platform users are already familiar with (Ariffin, 2018). With proficiency of using the device already observed, creating mobile apps to encourage learning is a no brainer.
There are factors that should be considered when designing mobile learning environments. According to Liu (2018), developers should consider ways to incorporate: adaptive content and/or feedback and appropriate learning evaluations. The content should be flexible and convenient, because mobile learning should be just that, mobile and on-the-go. Mobile learning can integrate different styles of learning while encouraging learners to problem solve and collaborate with their peers (Ley, 2016). Mobile device are a unique addition to learning because they present aspects such as individualism, probability and mobility, connectivity, and adaptability (Bennis, L. & Amali, S., 2019).
Before diving deeper, mobile learning needs to be clarified. Mobile learning does not mean learning via a cellular device; mobile learning can be any handheld device (Brown,T. & Mbatia, L., 2015). There have been many applications of mobile devices in a classroom environment to evaluate the success of these techniques. Bullock and others (2015) explain how smartphones are increasingly used in medical practices and educators are exploring ways of implementing them in the classroom to aid in the transition to the workplace. While this is higher education, it can be translated to the primary and secondary education to aid in teaching the behaviors necessary to use the technology appropriately. Students reported that they liked the accessibility of using smartphones to aid their medical education because they had access to information to aid with their diagnostic decisions (Bullock, 2015). In another research study presented by Kattayat, (2017), there was a focus on “how” mobile technologies could improve student achievement. Comparing the information collected, students who used the mobile apps during the learning process had an improvement of their achievements compared to students in the traditional setting (Kattayat, 2017). In a study conducted by Hwang, (2018), student's engaged in higher-order thinking when provided the opportunity to interact with heir peers in an adaptive mobile learning environment. Distance learning has become the new thing more recently due to the pandemic, however it is not that new. In 2019, Cross, and others conducted a study to evaluate mobile learning and the influence this has on student study habits in the "place" of learning anywhere. Among the findings was data which showed 40% of learners that used mobile device for learning noticed a positive change in their study habits (Cross, 2019).
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