Game-based Learning
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This briefing paper is aimed at policy makers, senior managers and practitioners who are interested in an overview of game-based learning and how it may be used to support effective learning and teaching practice.
The paper provides an overview of game-based learning, including the background, policy perspective and benefits and challenges. In addition, the paper provides a section outlining the work that is currently being funded by JISC in support of this area of activity. The aim of the report is to inform readers about game-based learning and to assist those interested in finding out more about the area.
Background
Game-based learning (GBL) refers to different kinds of software applications that use games for learning or educational purposes. Also termed ‘serious games’, these games applications can include fully immersive environments (or ‘metaverses’), such as Second Life where 3D graphics capabilities are providing opportunities for learners to take on virtual presence in virtual worlds. Equally, simpler games such as quiz games akin to eassessment tools as embedded in higher and further education (HE and FE) VLEs are being used, and web-based or Flash animations are gaining popularity with tutors and learners, particularly for improving English and Maths or language learning skills. The use of leisure games in learning is also notable and games such as Brain Trainer promote a blurring
between formal and informal learning, which may have benefits for supporting learning in HE and FE contexts.