Emerging practice with games-based learning - Teaching with Technologies: The Essential Guide - page 65

Table 4.1 what makes digital games effective for learning and teaching? (based on oblinger's

(2004) eight principles of learning, cited in douch et al. 2010: 17)

Principle The learner How the principle applies to games

Active learning The learner

actively discovers
and constructs
knowledge

games require the player to interact in order to
progress. often the rules of a game are built into
the game for mastery as the player proceeds,
and the skills and knowledge base is developed
through participation in the game's tasks.

Assessment a learner can assess

their progress and
make comparisons
with their peers

gamers can assess their progress within a game
and reflect on what skills they need to develop
to achieve certain goals. They are able to
compare their achievements with other players'
achievements and also with their own past
achievements.

Feedback instant and

relevant feedback
is provided to
support learning

Feedback provided by games is usually immediate,
relevant and clear in terms of conveying the
consequences of correct and incorrect choices,
enabling players to learn from their successes and
mistakes.

Individualization
(personalization)

learning meets
the needs of the
individual learner

games are tailored to the individual through
content and pre-set levels; in some complex
games the game-play can adapt to the individual's
skills and knowledge by making tasks easier/more
difficult or by providing/withdrawing support.

Motivation when the task is

meaningful and
rewarding, the
learner becomes
motivated

a player becomes involved in a game for long
periods of time with an aim to achieve goals that
are both meaningful and achievable.

Scaffolding learning becomes

gradually more
challenging as the
learner progresses,
allowing for
development

games are often designed to include a number of
levels through which a player moves as their
knowledge and skills improve. when working in
collaboration, players will share knowledge and
skills to support the development of their peers.

Social learning involves

others

games can be played in multiplayer mode,
whether individuals are using the same device or
involved online. some online games rely on large
communities of players who work together to
achieve goals within the game.

Transfer skills and

knowledge
acquired are not
restricted to a
single context

gamers use knowledge and skills learnt through
playing a game in other games and in real-world
contexts. Potential for learners to become more
empowered and 'rehearse skills for the real world'
(de Freitas and Jameson 2006: 7).