What is Digital Game-Based Learning?
As Prensky (2007) describes it, “Digital Game-Based Learning is any marriage of educational content and computer games” (p. 145). In this learning method, digital games refer to “any digital game that can be used in a learning context” (DeGrove, Bourgonjon, & Looy, 2012, p. 2026) including those that have been designed by students, educators and game developers. Commercial off-the-shelf games (COTS), web-based games, simulations, massive multi-player online games, multi-user virtual environments (MUVEs) and the more recent alternate reality games (ARGs) (Whitton, 2012) all represent the wide range of possible digital game formats that are often referred to as serious games which includes any game that might be used to support learning.
The abundance of benefits believed to be provided by using games as instructional tools in learning is undeniable. The act of playing games is engaging and fun (Gee, 2007); it involves problem-solving (Panoutsopolis & Sampson, 2012) and is in turn motivating (Yang, 2012) with concepts constructed in a social and cultural context. It is “a sound instructional strategy that promotes student engagement” (Schaff, 2012, p. 61). Yet there is enough skepticism to require careful consideration and to reflect on how this method might be integrated most successfully. Annetta, Minogue, Holmes and Cheng (2009) allude to issues with student engagement, suggesting that games may capture their attention initially, but learners may face complex problems that are distracting and could result in a lack of engagement.
One common thread that links many studies regarding effective implementation is the idea of using digital games as tools to enhance curriculum teaching and learning as opposed to expecting the games, solely, to teach the concepts (Annetta et al., 2009; Whitton, 2012). To achieve the highest level of effectiveness, games should be used to engage learners in active learning where they are motivated to solve problems while learning curriculum based content. From a constructivist perspective, teachers take the role of facilitator, guiding students, observing their needs, and planning appropriate intervention at appropriate times. Collaboration and critical thinking is heightened when students are encouraged to reflect on their learning by discussing obstacles they’ve struggled with as well as sharing strategies they have use for finding solutions (Whitton). This kind of collaboration works in small group and whole class discussion or through journal reflections.
As with all teaching and learning methods, the needs and interests of learners must be considered. Not every child will have the background knowledge or interest in digital games to instantly captivate their attention. Ideally, the class should be aware of the learning goals for using a Digital Game-Based Learning approach and initially some time should be taken to ensure that students understand the basics of how to play the game before this tool is implemented.
Educators are faced with planning-related decisions on a daily basis as they consider the needs of their learners and the curriculum expectations to be mastered. Strategies and methods of addressing these needs are varied and with newer demands of accommodating these 21st Century learners with opportunities to acquire skills in collaboration; innovation and problem solving; communication and creativity, there are many new approaches to choose from. Digital Game Based Learning is one approach that is proving to be a potentially effective method for engaging learners (Yang, 2012) in a context that is both familiar and appropriate, yet it can be challenging for teachers to implement (Whitton, 2012).
Many educators are skeptical of how this approach can be implemented successfully given the lack of knowledge and skills most teachers have with gaming and the fact that schools are already behind the times with available technology. Games, have had a bad rep, so to speak, and thereby are not easily deemed valuable in current education, particularly for those teachers used to more conventional approaches. Nevertheless, it is obvious that today’s learners are digital learners and gaming is a popularly engaging enterprise. Tapping into this content seems to be the natural next step for education, especially considering the versatility and adaptability features (Schaff, 2012) that games can offer for differentiated instruction. Traditional settings are being replaced with virtual learning environments and this is creating a gap between learning and teaching when traditional methods are consistently used without effectively implementing technology. “It is becoming clear that one reason we are not more successful at educating our children and workforce, despite no lack of effort on our part, is because we are working hard to educate a new generation in old ways, using tools that have ceased to be effective” (Prensky, 2007, p.17). It seems that awareness and support for teachers is perhaps the most common obstacle for teachers contemplating the adoption of a Digital Game-Based Learning approach (DeGrove et al., 2012). As Yang (2012) suggests; “Instructors should not underestimate the educational value of games, and should be given the opportunity to receive appropriate training in course design and development” (p. 376).
In providing this review of Digital Game Based Learning, it is our hope that more educators will become aware of the possibilities for learning that this innovative approach can offer both learners and teachers.
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