Whether through competition, overcoming challenges, or the simple enjoyment of video games, Game-Based Learning (GBL) has proven its effectiveness in students of all ages. In short, this tool can combat boredom by bridging the school curriculum with the digital and informal learning environments that young people experience outside the classroom.
There are several factors that make videogames a powerful learning tool. In addition to promoting a sensory-stimulating and problem-solving experience, they activate the prior knowledge acquired by students, as this information is necessary to progress in most games. Hypothesis testing and self-assessment through scores, as well as the social and emotional dimensions of GBL, are also highlighted, not only in academic research but also by those who use this resource.
Shaping intelligence
When Carol Dweck and Daniel Molden (2005) studied how people perceived their own qualities, they realized that children develop an early perception of their own intelligence that lays the foundation for their levels of motivation and effort. In other words, how we view our own abilities and intellect affects motivation to learn.
The researchers explained that this perception is greatly influenced by how a child is praised for their efforts (for example, "Great attempt!" or "Good effort!"). Those who receive this type of encouragement adopt a view that intelligence is something that can be worked on and improved incrementally. This is crucial for boosting the self-confidence of any student and, consequently, their motivation and commitment to the learning process and «doing better».
An immersive environment where every detail counts
This constant flow of encouragement can take various forms, and that includes videogames. Feedback provided through rewards, graphics, coins, medals, or simple words of encouragement has exactly the same effect, in an environment that balances challenge and frustration with the opportunity to experience feelings of success and achievement.
In a study that divided students into two distinct groups to teach them the same concept with and without the use of this pedagogical tool, it was found that the group that learned in a gamified way also showed greater motivation, enjoyment of classroom dynamics, and ease in consolidating new knowledge. The premise of game-based learning - repetition, failure, practice, and achievement - is simple, but effective. The same learning efficiency has been proven in Mathematics and Science games, in studies where emotions also appear to play an important role.
The role of emotions in Game-Based Learning
As the user gets immersed in a game, they not only assess it cognitively but also become emotionally connected to it. Sometimes, this reaches the point where thety develop an empathic connection with the world and characters - something common in RPG games that include immersive narratives, for example.
In this sense, educational video games are capable of eliciting emotions that, regardless of being positive or negative, have effects on learning. In a study that investigated the relationship between emotions and science learning in a gamified environment, it was found that students who experienced positive emotions saw greater efficiency in short-term information assimilation. On the other hand, those who experienced a mixture of positive and negative emotions had greater short and long-term learning.
An explanation that the authors found for this phenomenon lies in the fact that positive emotions, like enjoyment, create a flow of concentration where the user is fully engaged in the activity. On the other hand, the mind responds to negative emotions, such as confusion or frustration, with a state of alertness where concentration is also increased.
There are several studies that prove that emotions have strong impacts on individual information processing. Encouraging self and peer assessment processes within the context of the game and activating curiosity or pride in completing a task are examples of how to motivate learning. This also applies to the social dimension, for example, through the creation of a sense of admiration for peers.
Sources:
Cheng, M. T., Huang, W. Y., & Hsu, M. E. (2020). Does emotion matter? An investigation into the relationship between emotions and science learning outcomes in a game‐based learning environment. British Journal of Educational Technology, 51(6), 2233-2251.
Diveck, C. S., & Molden, D. C. (2005). Self-theories: Their impact on competence motivation and acquisition.
Divjak, B., & Tomić, D. (2011). The impact of game-based learning on the achievement of learning goals and motivation for learning mathematics-literature review. Journal of information and organizational sciences, 35(1), 15-30.
Loderer, K., Pekrun, R., & Plass, J. L. (2020). Emotional foundations of game-based learning. Handbook of game-based learning, 111-151.
Papastergiou, M. (2009). Digital game-based learning in high school computer science education: Impact on educational effectiveness and student motivation. Computers & education, 52(1), 1-12.