What is it?
Game-based learning is a type of teaching style that may or may not incorporate modern technology into traditional teaching but involves the use of games as a form of delivering information to adult students. Whether digital or traditional game-based learning, the objective is to present educational materials through game style methods, such as online games, stimulations, questionnaires, in order to pique the interest of learners. This method is used to support and enhance the lessons taught. Dondi & Moretti (2007) explained, “By game-based learning, we mean games that have an explicit purpose for educational content and applications. These games can be adopted for various learning situations and should foster different learning processes for individual learners in both formal and informal contexts” (as cited in Anderson, Anderson & Taylor, 2009, p. 1).
Also, “Games are complimented with discussion boards, models of game systems, maps, and narratives. This kind of interaction requires learners to read, write, research, analyze, and implement many of their ideas for others to see and helps create self-awareness, reflection, and a concern for accuracy (Black, 2005, as cited in Anderson, Anderson & Taylor, 2009, p. 4).
Through game-based learning methods, students are required to think about concepts differently from all angles and communicate with others while exchanging thoughts and ideas. This promotes a competitive feel to the classroom dynamic in contrast to the traditional lecture-based teaching style where information is absorbed and processed individually. As the article explains, “Games can be hands-on activities that require active involvement from the whole class. Games also offer the chance to bring about new ideas, change viewpoints, and explore different outcomes free of risk for the participants” (Anderson, Anderson & Taylor, 2009, p. 1).
Game-based learning is not confined within the classroom. For example, with online games, the learner is able to interact, exchange information, and share knowledge with other students through the internet. The article summarizes how game-based learning can be used not just as an activity to learn from but also a tool for many different educational backgrounds that require different skills from the students. For example, “In other fields, like science or engineering, digital games could offer learners a chance to perform an autopsy or reconstruct an accident and interface with statistical programs as well as other discussion groups. School counselors and therapists have been using digital games to help students with successful treatment of their phobias” (Knight, 2003, as cited in Anderson, Anderson & Taylor, 2009, p. 3).
As the article states, incorporating this teaching method can be beneficial not just for students but for instructors as well. Students are able to engage in the lessons instead of just listening and are given the opportunity to challenge their knowledge and sense of competition, which can help motivate them in the long run. On the instructor’s part, this teaching method challenges them to be creative in coming up with games that can challenge the students’ knowledge, creativity, and communicative skills to the fullest – games that keeps students thinking. Instructors need to come up with games that not only relate to their lessons but are fresh and current so students will stay interested. The article states, “Many games involve strategic planning, group cooperation and divergent thinking skills to help promote creativity in the classroom. Simulation games in particular, offer students a chance to engage in real-life situations, apply and develop their own problem-solving skills and increase levels of awareness of potential problems, interactions, and conflicts” (Anderson, Anderson & Taylor, 2009, p. 4).
When it comes to the trend “Gender in Adult Education”, my learning partner Robbi chose an article that focuses on re-infusing adult education with feminist framework. Doing this involves teaching with the feminist theory in mind and integrating teaching with the core feminist practices. “A feminist perspective sees adult education in broad terms and is willing to continue contributing to an understanding of education, learning and change” (English, 2019, p. 98). In a democracy, for example, where people of opposing opinions come together and discuss to find a solution or common ground, a feminist voice can ensure that equality means one is not above another.
The same idea can also be applied to the practice of building power. The feminist theory, according to the article, emphasizes the importance of building power together, discussing and solving conflicts as a community and obtaining power from doing so, not just by transferring it from one authority to another. Describing Follett, the main character presented in the article, “she identified power as the central social problem and she had unique ways of thinking about it – she saw it as something to be developed with others, not over or against them” (English, 2019, p. 102). Another one would be recognizing the process of conflict and how it is the starting point of advancement and creating change. In order to progress, one must be able to locate the problems and address them head on in order to work towards improvement. The feminism theory applies to this especially with issues surrounding inequality at work, school, the community and many more. “Embedded in the theory of circular response is the recognition of the transformative aspects of conflict and the creative tension that is often the bedrock of change and growth, a key idea for feminist adult education” (English, 2019, p. 103). According to Brookfield (2010) “it is feminist theorizing and more particularly social transformative efforts that have given support to many of these humanistic efforts, to the point where inclusive education, a focus on the marginalized in learning, and support for personal transformation and creativity have become mainstream practices, without due credit to or positioning within the feminist pedagogy that launched it” (as cited in English, 2019, p.98).
Please check out the resources page on my blog for my list of references.