Designing for game-based learning with technology

The use of games for learning is ubiquitous in today’s classrooms. Numerous digital game based learning (DGBL) research has demonstrated enhanced learning outcomes in various areas, such as developing proficiency in cognitive skills, developing critical thinking and problem-solving dispositions, enhancing students’ motivation and engagement in challenging content areas and improving attention and overall learning experience. Yet we also encounter verbal cautionary statements about the excessive use of games particularly in areas of prospective addiction, overly dependence on gameplay, and social isolation of gamers. To address both cognitive and social issues associated with games, schools have integrated the teaching of cyber wellness during Character and Citizenship Education which focuses on the well-being of students as they navigate cyberspace. To further extend the effective use of games as an ICT modality. How can teachers, parents and students balance optimal use of games in education such that learning is maximised? What are the critical educational game aspects that teachers can take note of, in the current technology-dominated times, to enhance learners’ learning experiences and learning outcomes?

In this chapter, we elucidate critical educational game-based learning aspects, harnessing the power of technology for optimal learning. These include four key aspects of (1) alignments between learning aims and assessment measurements, (2) harnessing technological affordances for enhanced design features, (3) integrating learning analytics to capture learning progression, and (4) designing appropriate contexts for gameplay that optimises both individual learning and social interactions. This chapter also aims to clarify terms such as gamification and game-based learning.