Using the Concept of Game-Based Learning in Education

• Published in: International journal of emerging technologies in learning 2020-01, Vol.15 (14), p.53
• Main Authors: Liu, Zi-Yu, Shaikh, Zaffar Ahmed, Gazizova, Farida
• Format: Article
• Language: English
• Subjects: Control Groups; Educational Games; Educational materials; Game Based Learning; Games; Gamification; Learning; Learning Processes; Students; Teaching Methods
• ISSN: 1863-0383; 1863-0383
• DOI: 10.3991/ijet.v15i14.14675

A modern school deals with a generation of students who were born and grown up in a digital environment and require other teaching methods. Changes in the technological and social conditions of modern society need new professional skills, which are often called “21st century skills”. These skills should be devel-oped starting from the primary school, as they are psychological and behavioural, rather than practical. Game-based learning and gamification are effective means of such skills development. The use of video games in teaching practice is studied multifaceted, along with formats and requirements of educational game, methods for effectiveness assessment, and the effect of games on students. The controver-sial nature of game-based learning effect on students require deeper research, as the increase in motivation and learning efficiency cannot be disputed, as well as the negative impact of a long gaming on cognitive abilities, emotional state and social skills of students. The study tested both an increase in the motivation and attraction of school students for the learning process, and the impact on the prac-tical results of information assimilation. There was conducted a survey on the re-sults of the application of game training to determine the motivation and attraction of students. Likewise, we counted time, spent by the study and control group, for mastering the main educational material and the post-class study of game content and the educational material it presents. A comparative test was conducted on the results of educational material comprehension to determine the effectiveness of the methodology in mastering knowledge. The group, with game-based learning and gamification applied, showed an increase in motivation and attraction to learning, students paid additional efforts for assimilating the material studied, and also showed significantly higher learning outcomes compared to the control group.