Theories and Key Findings on Game-based Learning Approach

Due to their novelistic and attractive features, computer games are believed to be a valuable educational tool to help the learner to concentrate on their tasks (Heinich, Molenda, Russell, & Smaldino, 2002). Cheng and Su (2011) said that computer games can fascinate and meet actual needs of children and are becoming the most attractive activity on computer.

Prensky (2003) also suggested that learning opportunities can be delivered through modern computer and video games every second or fraction thereof. Gee (2003) argued what really important about good computer and video games is that players can recreate in the virtual worlds while still being able to learn at the same time. By making learners center of learning in educational game, the learning process may become more joyful, easier and more effective (Cheng & Su, 2011). Kirriemuir and McFarlane (2004) claimed that games may enhance learning motivation as they stimulate learners’ curiosity and interest by providing a meaningful context with learning activities which are in control of learners.

According to Kebritchi and Hirumi (2008), there are five reasons to explain why game-based learning is an useful tool for learning: (1) game-based learning uses action instead of explanation; (2) game-based learning can create motivation and satisfaction for players; (3) based learning incorporates various learning styles and skills; (4) game-based learning can boost the mastery of skills and (5) game-game-based learning can provide learners with an interactive environment and decision-making context. O’Neil, Wainess and Baker (2005) also pointed out various benefits of using computer games for instructional purpose: (1) sophisticated and diverse approach to learning processes and outcomes; (2)

motivation for learning; (3) interactivity and (4) ability to pose cognitive and affective learning problems. Within the virtual contexts, computer games incorporate “…not just knowing and doing. Games bring together ways of knowing, ways of doing, ways of being, and ways of caring: the situated understandings, effective social practices, powerful identities, and shared values that make someone an expert” (Shaffer, Squire, Halverson, & Gee, 2004, p.

7). Besides, playing game may also help developing skills such as problem solving, strategy, decision-making or cooperation (Ebner & Holzinger, 2007; McFarlane, Sparrowhawk, &

Heald, 2002). Thus, Yang (2012) claimed that the “active learning” and “learning by doing”

features are two fundamental principles of game-based learning. Paraskeva, Mysirlaki and Papagianni (2010) also claimed that students can benefit a lot from using educational games.

First, it may be easier for knowledge or skills to be transferred through learning and practicing in games. Once students have mastered the knowledge or skills, the further practice can result in overlearning which will help consolidating knowledge or skills in learners’ memory. Second, educational games can build intrinsic motivation by linking learning with game experience (Egenfeldt-Nielsen, 2006). Third, educational games may help learners to achieve learning through trial and error as well as enhancing their

decision-making ability by tasking them with that role (Mikalef, Giannakos, Chorianopoulos, &

Jaccheri, 2012).

Since the introduction of game-based learning approach, digital games have been broadly used in various educational purposes such as language learning (Hao et al., 2010; Liu

& Chu, 2010), mathematics (Hung, Hwang, Lee, & Su, 2012; Liao, Chen, Cheng, Chen, &

Chan, 2011), meta-cognitive strategy training (Kim, Park, & Baek, 2009), software

engineering (Connolly, Stansfield, & Hainey, 2007) and natural science (Hwang, Sung, et al., 2012; Sung & Hwang, 2013). Furthermore, many researchers have committed to study the impacts of digital game-based learning from different aspects such as the students’

self-efficacy (Meluso, Zheng, Spires, & Lester, 2012), peer collaboration or interaction (Charles, Charles, McNeill, Bustard, & Black, 2011; Sánche & Olivares, 2011), teachers’ acceptance and efficacy (Ketelhut & Schifter, 2011), critical thinking (Gerber & Scott, 2011) and

evaluation issues (Nelson et al., 2011). Van Eck (2006) proposed that there are three different ways to use game for educational purposes: (1) using commercial games as learning tools; (2) incorporating serious games and multiplayer simulated environment in the learning process and (3) using the practice of designing game as a learning process for students. In a study conducted by Tüzun et al. (2008), they found that students who learned in the game-based learning context statistically displayed a significant higher level of intrinsic motivation compared to those who learn in traditional learning environment. Green and McNeese (2008) suggested that gender, race and the need for social fulfillment are important indicators for the amount of time people spend on digital games. According to their study, young females tend to spend less time playing games than young males. Further studies on digital games also suggested the influence of gender on different factors such as gaming preferences,

expectations or gaming habits (Chou et al., 2007; Karakus, Inal & Cagiltay, 2008; Ogletree et al., 2007). Karakus, Inal and Cagiltay (2008) found that males are more attracted by games with action, competition and entertaining 3D attributes such as racing games or sport games while females tend to choose games with instructive attributes such as adventure or puzzle games. They also suggested that male students generally display positive attitudes toward the effects of playing computer games while female students seems to have more negative

opinions on computer games. In agreement with this suggestion, Hainey et al. (2013) also found that male students show more positive attitudes toward playing computer games than female students in their in-depth study across 13 different higher education institutes in Scotland and Netherland. Furthermore, results from their study showed that pleasure, relaxation and challenge were ranked the most important motivations for students to play

computer games. In terms of perceived reasons for using games in higher education, Hainey et al. (2013) said that challenge, curiosity, cooperation, pleasure and relaxation are top 5 ranked reasons chosen by respondents. However, participants from Netherland seem to consider the use of computer games in higher education as a way to make education more social and relaxed while those from Scotland aim to enhance their social experience. Besides, respondents from the study also rated problem solving, creativity and collaboration/teamwork as three most important skills relevant to higher education that could be obtained through computer games.