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The Impact Of Game Based Learning Education Essay

The purpose of this research proposal is to propose a method on how to analyze the betterment of pupils engagement, motive and larning effectives towards larning ICT in Malta through the usage of game-based acquisition. The benefits of utilizing game-based acquisition in our schoolrooms is highlighted in this paper together with the issue of gender in relation to gambling.


game-based acquisition, learning ICT in Malta, Rescue La Vallette – An Adventure in Time


“ Game-based acquisition is the procedure of taking an thought and making an activity to present that thought in a mode that is actuating, prosecuting, disputing, effectual and merriment, and has a mensurable larning nonsubjective as a foundation. ” ( Carson Learning Services in Tham & A ; Tham, 2012 )

Sing such definition will take us in believing how to utilize game-based acquisition as a pedagogical tool to profit the pupils ‘ larning procedure. This research survey is intended to analyze such premises, maintaining in head besides the gender issue in relation to game playing and the topic to be taught – ICT. A sample of early secondary pupils will be chosen to take part in this survey. The participants will be divided into two chief groups, one group will be taught ICT accomplishments following a game-based attack and the other group will follow a non-game-based attack. An rating on both methods will be conducted in the signifier of a pre-test questionnaire, post-test questionnaire and a post-test feedback questionnaire distributed to all participants. After such rating is carried out, it will be determined if game-based acquisition can in fact be used in Maltese secondary schools to learn ICT in a new and possibly better manner and how effectual, motivational and prosecuting it truly is.

Literature Review

Computer and picture games have fascinated 1000000s of kids and grownups since their origin in the late fiftiess ( Brookhaven National Laboratory ) . Since so, they have impacted our society, civilization and agencies of socialisation. As Marc Prensky points out, today ‘s pupils and their manner of life are really different from their parents:

“ They have spent their full lives surrounded by and utilizing computing machines, picture games, digital music participants, picture Cams, cell phones, and all the other playthings and tools of the digital age. Today ‘s mean college grads have spent less than 5,000 hours of their lives reading, but over 10,000 hours playing picture games ( non to advert 20,000 hours watching Television ) . Computer games, electronic mail, the Internet, cell phones and instant messaging are built-in parts of their lives. ” ( Prensky, Digital Natives, Digital Immigrants Part 1, 2001 )

Today ‘s pupils are what Prensky refers to as Digital Natives and those who have or are accommodating to these new technological alterations ( such as today ‘s parents ) as Digital Immigrants. Therefore, since this is the world how our Digital Native pupils are populating, it makes sense to follow these engineerings and utilize them in today ‘s acquisition environments so as to do instruction and larning relevant to the pupils of the twenty-first century.

Since today ‘s pupils are used to holding any information they request instantly available to them and feedback is immediately delivered, they do non hold the forbearance required for talks and categories that follow traditional acquisition. Examinations are largely seen as being excessively far in the hereafter to actuate them. Therefore, Digital Natives prefer larning that is relevant, active, ambitious, immediately utile and merriment.

Games, on the other manus, fascinate pupils and convey a sense of battle. When games are used in an educational environment – game-based acquisition – and therefore, follow the course of study established aims and contents, they can be used to present lessons that are more learner-centred, easier, more gratifying, more interesting and more effectual. Furthermore, such games can increase the learning factor due to their ability of:

bettering problem-solving accomplishments and critical thought accomplishments

supplying immediate feedback to scholars and therefore, scholars can larn from their actions

self-assessing scholars through the game mark and degrees reached

leting coaction between scholars to make solutions and portion their cognition and accomplishments

prosecuting scholars

Malone lists challenge, fantasy and wonder as critical game features that contribute to this battle ( Malone, 1980 ) . Prensky besides points out that if used right the power that games have on prosecuting the participant may be the biggest incentive of all time.

increasing the degree of motive

Motivation is seen as a cardinal factor in utilizing games in larning environments. The ground for this is that games motivate the scholar to look for information in order to successfully finish a challenge, overcome an obstruction and promote to another degree. In traditional acquisition environments ( e.g. schoolrooms ) the scholar is provided with facts and figures and so has to calculate out how such informations tantrums and is relevant to the general image ( Tham & A ; Tham, 2012 ) . Motivation is besides related to what is known as flow experience, that is, the ability of a game to to the full plunge the scholar into finishing that bet oning activity to the extent that the scholar loses path of clip and has no purpose of finishing any other undertaking except completing the gambling activity ( Mattheiss et al. , 2009 ) .

escalating larning effectivity

Games that are used in an educational scene are expected to learn scholars. In order to mensurate if acquisition has truly taken topographic point, there must be a alteration in behavior. When a scholar encounters a similar state of affairs in the hereafter, he must make something otherwise from what he has antecedently done and alternatively use what has been learnt in that peculiar state of affairs. If a game does non pull off to convey this alteration in behavior, so there is something incorrect with the game. The defectiveness is non in the construct of game-based acquisition, but instead in the bad design of that peculiar game.

increasing the degree of retrieving information

Play and merriment are ways of relaxation. The head-shrinker William Glasser formulated the Glasser ‘s Choise Theory and in it identified merriment to be one of the basic needs that thrust human behavior. Brain research workers besides suggest that for echt acquisition to happen and for scholars to retrieve the stuff for a long clip, merriment is necessary. Therefore, educational games will assist the scholar to by the way increase the degree of retrieving information while playing and holding merriment. ( Tham & A ; Tham, 2012 )

Game-based acquisition is non a freshness. On the contrary, there are assorted games on the market that were designed specifically for educational intents and there are others who were adopted by instructors as a acquisition resource ( Williamson, 2009 ) . Since the coming of game-based acquisition, several persons studied on their effects on larning in several curricular topics ( Divjak & A ; Tomic, 2011 ) ( Papastergiou, 2008 ) ( Tham & A ; Tham, 2012 ) ( Yien et al. , 2011 ) .

Another of import topic to see when analyzing games in general is the gender issue. Traditionally it is considered that games are largely popular with males instead than females. In fact, it is usually assumed that younger male childs spend more clip playing than misss of a similar age. However, from surveies carried out ( Williamson, 2009 ) it was identified that more intense games, such that those that involve combat, hiting and athleticss, are more popular with male childs than misss. Although misss do play such games, nevertheless, the manner they play games is non the same as the male childs. As they grow up, misss tend to lose involvement in games more rapidly than male childs and displacement to utilizing the computing machine for other grounds. On the contrary, male childs still use the computing machine chiefly for bet oning intents. Even the manner, both genders look at game playing is different. While male childs choose game playing as their first pick activity, misss resolve to game playing when they get bored and have nil more interesting to make. ( Kirriemuir & A ; McFarlane, 2004 )

Sing all of this, there will ever be some who do non hold with game-based acquisition and justly so they have their ain grounds. Some may reason that bet oning will further deflect the pupils from the larning aims. Following this thought will ensue in holding pupils who are blowing their clip whilst playing games and they are non being decently educated. Dr Heather Coffey, from The UNC School of Education thinks that utilizing games for educational intents may do unneeded load on instructors because of the thought that in order to follow this attack in category, the instructor needs to be a ‘tech-savvy ‘ . More loads for the instructor will be caused if the stuff being used is non technologically advanced. ( Coffey )

From a research worker ‘s point-of-view, it is deserving observing that game-based acquisition can really be an advanced manner how to learn pupils in these yearss. If games are decently designed, they would be agencies of how to actuate and prosecute pupils more. Lack of motive and larning effectives should non be attributed to the usage of games but instead it may be due to holding a severely designed game that does non provide to learn the acquisition contexts and results decently. Another ground may be that the instructor did non squash the game right within the lesson program. A real-life ongoing illustration that game-based acquisition can really be a successfully method in learning today ‘s pupils is the New York City public school Quest to Learn ( Q2L ) . Q2L is based on the rules of game design and it is interesting to detect how their instruction staffs have incorporated drama, socialisation, teamwork and larning into its course of study. If game-based acquisition worked in Q2L, it can besides work in everyone ‘s schoolroom. It is non an easy undertaking but through attempt and readying it can be possible.

This research is therefore intended to function as a proposal for analyzing the effects of game-based acquisition in bettering battle, motive and larning effectivity in ICT lessons in Malta taking into consideration the gender issue. More inside informations about how game-based acquisition can be used during ICT lessons will be explained in the coming subdivisions of this research proposal.

Research Survey

Overview of the proposed research method

This paper proposes the comparing of two methods how ICT is taught in the early secondary school old ages. The first method includes a gambling application and the 2nd one those non. However, in both methods the same acquisition aims, results and stuff will be covered. From an analysis of both methods, it will be determined which method the scholars favour on the footing of battle, effectivity and motive.

The pupils take parting in this research will be divided into two groups. The first group ( Group A ) will be utilizing a gambling application whilst the 2nd group wo n’t ( Group B ) . Both groups will be assigned equal sum of clip in the acquisition Sessionss that will be used. A pre-test questionnaire will be distributed to both groups prior to the start of the acquisition session so as to garner informations related to resume variables and to besides mensurate the sum of old cognition that the pupils have. After the acquisition Sessionss, the pupils will be required to make full up a post-test questionnaire to arouse quantitative and qualitative informations. Any alteration which respects to the pupils ‘ cognition base on the subject will be attributed to the larning method they followed. At the terminal of the acquisition Sessionss, the pupils ‘ positions and suggestions on the acquisition method followed will be valued in a feedback questionnaire in the signifier of open-questions. It is of import that the cognition related inquiries distributed before and after the learning Sessionss contain the same inquiries to both groups.

The Participants

The take parting pupils will be indiscriminately selected from Form 2 pupils from a Boys ‘ Secondary School and a Girls ‘ Secondary School. The sample will be 90 pupils, 47 male childs and 43 misss, aged between 12 and 13 old ages old. Preferably, all pupils will be selected from the same college so that the survey wo n’t be affected due to the catchment country. The random choice is of import so as to hold a mixture of pupils with different abilities. It is of import, nevertheless, that all pupils possess basic computing machine accomplishments ( e.g. cognize how to pull off opened Windowss, basic typewriting accomplishments, mouse handling, etcaˆ¦ )

This sample of pupils will be divided into six categories of 15 pupils each, with each category holding a mixture of male childs and misss. Three categories will organize Group A and hence, will be utilizing the gambling application, whilst, the other three categories will organize Group B.

The acquisition methods

The gambling attack

Rescue La Vallette – An Adventure in Time ( Zammit, 2007 ) is the game being considered to learn ICT to Form 2 pupils. It was developed by Manuel Zammit in 2007 with the chief aim to be “ for pupils to work collaboratively in a merriment and motivation environment and to get ICT accomplishments in the procedure ” . This game successfully immerses the pupils in the epoch of the Knights of St John of Malta and all the game ‘s undertakings, escapades and pursuits revolve around this historic storyboard. Through the usage of Rescue La Vallette the pupils can larn ICT accomplishments related to Word, Excel, PowerPoint, the Internet and electronic mail. It is deserving observing that this game has won the EU eLearning Award. ( Danish Technological Institute ( ed. ) , 2008 )

A set of lessons programs should be prepared so as to integrate the game within the learning Sessionss.

The worksheet attack

From school observations that the research worker has carried out, it was noted that Maltese ICT instructors tend to learn ICT with the primary nonsubjective being that their pupils successfully achieve the ECDL certification. Following this attack, the instructors tend to present lessons with an debut incorporating an account on how a undertaking can be carried out and so the pupils are given a worksheet to work out, with content holding the same degree of trouble as in the ECDL test.

For the intent of this research survey, the Sessionss will follow a similar attack that of the pupils working out worksheets on the subject being delivered.


Based on the literature reappraisal, the undermentioned hypotheses were formulated to be considered throughout this research survey:

The participants of Group A will execute better in the post-knowledge trial than Group B.

The participants of Group A will subject more positive post-questionnaire responses than Group B.

Boys in Group A will execute better than in the post-knowledge trial than misss in Group A.

Boys in Group A will subject more positive post-questionnaire responses than misss in Group A.

To look into the above hypothesis and to derive consequences on the premises of battle, effectivity and motive for each acquisition method, the participants will be required to reply a pre and post-test questionnaire together with a post-test feedback questionnaire, as was already described in the old subdivision.

Pre-test questionnaire

For the first portion of the pre-test questionnaire the participant will be asked to make full in informations related to resume variables. Information about the pupil ‘s gender, age, mean class from the old scholastic twelvemonth will be asked. Furthermore, on a four-level Likert graduated table ( 1 = ‘never ‘ ; 2 = ‘occasionally some clip per month ‘ ; 3 = ‘fairly many times per hebdomad ‘ ; 4 = ‘everyday ‘ ) the participant will be asked inquiries related to computing machine usage, e.g. :

to rate how frequently the participant makes usage of a computing machine besides school hours, and,

to rate how frequently the participant plays computing machine games outside school lessons.

In the same subdivision of the pre-test questionnaire, the participant will be asked to rate on a four-level Likert graduated table ( 1 = ‘not at all ; 2 = ‘very small ‘ ; 3 = ‘somewhat ‘ ; 4 = ‘to a great extent ‘ ) :

how much the participant considers himself as being a computing machine literate,

how much the participant likes playing computing machine games, and,

how much computing machine bet oning experience the participant has.

The 2nd portion of the pre-test questionnaire will be related to a cognition trial. The participants will be provided with a set of sooner true or false and multiple pick inquiries to prove their cognition on ICT accomplishments related to Word, Excel, PowerPoint, the Internet and e-mail prior to the start of the learning Sessionss.

Post-test questionnaire

This type of questionnaire will be distributed to the participants at the terminal of the learning Sessionss. Another cognition trial questionnaire will be delivered, similar in format to the 1 in the pre-test questionnaire. All the acquisition additions or girls will be attributed to the acquisition method taken by the participant.

Furthermore, a set of inquiries will be asked so as to find the overall entreaty of the acquisition method. A five-point Likert graduated table ( 1 = ‘extremely hapless ‘ ; 2 = ‘below mean ‘ ; 3 = ‘average ‘ ; 4 = ‘above norm ‘ ; 5 = ‘excellent ‘ ) can be used to find the extent to which the participant found the larning method to be:




easy to understanding the ICT constructs

simple to utilize





provided feedback

In order for the participant to supply feedback on the acquisition method used, open-ended inquiries can be used. Questions related to the participant general sentiment on the usage of educational games in schools and proposals for bettering the acquisition Sessionss conducted may be queried.


This paper proposes a manner how to analyze pupils ‘ battle, motive and larning effectivity utilizing a game-based acquisition attack. Since 21st century pupils spend hours per twenty-four hours playing computing machine games, it is a gradual measure to take to include games within an educational context. Through the usage of well-designed computing machine games and through instructor ‘s aid, games can be used as a new instruction method. In this research proposal, the gender issue is besides taken into history.

A possible manner how this prejudice can be evaluated is proposed. The research designs, the sampling of participants, the acquisition methods used including the gambling application are presented. Furthermore, the stuff related to how to transport out the rating ( through the distribution of a pre-test questionnaire, a post-test questionnaire and a post-test feedback questionnaire ) is besides explained.

Following such method, the degree of pupil battle, motive and larning effectivity can be determined for both where a category follows a game-based attack and where non. The effects that gender dramas on the same subject can besides be evaluated.

In order to strength this prejudice it is suggested to see transporting out such rating in another college so as to widen pupil engagement or to use the game-based attack in other topics and measuring the consequences achieved.

Sing such research, may supply an alternate manner how ICT and other topics can be taught in Maltese secondary schools utilizing the engineering of the twenty-first century.

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