Engagement and learning in Game-Based Learning (GBL): A Systematic Review

Engagement and learning in Game-Based Learning (GBL): A Systematic Review Ms Azita Iliya Abdul Jabbar Dr Patrick Felicia

Objectives of the presentation • To present: • The review’s methodology (search terms, limits, inclusion/exclusion criteria/evaluation criteria) • The analysis (game variations, gaming elements, learning outcomes) • The results (of 38 papers) • The conclusion

Rationale of the study • Games can be effective for educational purposes because they offer enjoyable experiences and motivation. • Games have been successfully employed as a means to engage learners in several educational settings (primary, secondary and higher education). • There is a need for an empirically-based and better “understanding of learners’ engagement with games in order to fully appreciate the implications of adopting a game-based approach” (Whitton, 2011).

Research background Enjoyment Motivation Engagement with games for entertainment (Boyle et al., 2012)

Research background User engagement with games for entertainment (Boyle et al., 2012)

Research background Learning outcomes and impacts of gameplay (Connolly et al., 2012)

Research background Limitations of previous reviews • Lack of acknowledgement of how gaming principles of engagement enable learning • Lack of guidance about how gaming elements of can support engagement and learning in different phases of learning and ways • Lack of understanding how gaming elements might facilitate engagement and match desired learning outcomes in a learning process.

Objective of the study • To understand how schoolchildren learn • To understand how gaming elements engage learners and enable learning

Methodology: Search terms

Methodology: Searchedelectronic databases IEEE Xplore Digital Library

Methodology: Search limit Broad search limit Methodology Participants Specific search limit

Methodology: Inclusion and exclusion criteria Study design Participants’ age group use of games/design purpose Learning and motivational outcomes in relations to gaming for learning

Methodology: Criteria for evaluation • Experimental study • Observational study • Descriptive study • Correlational study • Mixed-methods study • Random assignment of groups • Control group design • Pretest and posttest • No comparisons are made • Participants selection • Settings and condition • Number of participants

Analysis of the study Categorization of games Artificial world created for entertainment Additional varieties embedded in the game world to create specific experience Type Game learning content Genre Game purpose Platform Technical features

Analysis of the study Categorization of engagement Formal elements Dramatic elements Influence players’ thoughts, actions, and reactions (e.g.: objectives, choices, rules) Engagement Trigger players’ sense of enjoyment and excitement (e.g.: challenge, narration) Motivational Elements (ME) Fun Elements (FE) Interactive Elements (IE) Multimedia Elements (MME) Attract players’ physical attention (e.g.: animation, graphics, video, texts, audios) Provide players the opportunities with participation and involvement in gaming activities (e.g.: competition, collaboration)

Analysis of the study Knowledge acquisition Content understanding Categorization of learning experience and outcomes Motivational outcome (e.g.: willingness to learn) Behaviour change Behavioural change and motivational aspect of learning Intellectual aspects of learning and skills or abilities performed by learners Skills acquisition (Adapted from Silver and Perini (2010), and Kolb’s (1984), Connolly et al.2012 )

Analysis of the study Coding of methods • Random Controlled Trials (RCT) • Quasi-experiment • Cohort study • Case control study • Comparative case study • Case series • Survey • Size of samples (small, medium, large) • Surveys • Interviews • Observation • Mixed-methods • Short term • Long term

Results of the study Search result

Results (Based on 17 papers of IEEE Xplore Digital Library on role play-based games)

Results (of17 papers of Science Direct database on role-play based games)

Summary of results • Most motivational outcomes are unintended, but fun and motivational elements in games create the experience which trigger emotions as a point of engagement and engagement to learning. • Both formal and dramatic elements are integrated in role-play based games to create a cohesive learning environment for engaged learning.

Summary of results • Fun elements such as narration in game design create motivational effect for motivational outcome • Motivational elements elements such as credit points provide motivational effect to learners for them to achieve the desired learning outcome. • Interactive elements elements such as multiple objects, environment, player mode and media provide learners with opportunity to become engaged learners (getting involved and participate in gaming and learning events)

Summary of results Making sense of content Hooked to learning by different reasons Storyline/ narration 3D VR environment Knowledge acquisition Motivated to explore Motivated to complete mission Multiple learning environment Multiple built-in objects Cognition Emotion Confidence Wanting to learn more Exploring of content more deeply and mastering of essential skills and knowledge Content understanding Personalizing what has been learned and experienced Quests Multiple-player option Credit points Multiple media Character Skills acquisition and knowledge application Applying learning strategies, knowledge or skills through activities or tasks

Conclusion • Games provides opportunities for players to have something to gain from the gameplay. • Games helps the learners acquire and develop skills and knowledge to keep playing, strengthening the ability to handle the experiences the games direct. • Most research did not discuss in details how some elements in these role-play based games facilitate engagement and learning.

Q & A

Thank you azitailiya@yahoo.com

Appendix Categorization of game

Appendix Categorization of engagement

Engagement and learning in Game-Based Learning (GBL): A Systematic Review