Game-based learning

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* Games_(Algemeen) (dutch)



Game-based learning (GBL) is a type of game play that has defined learning outcomes. Generally, game based learning is designed to balance subject matter with gameplay and the ability of the player to retain and apply said subject matter to the real world.

In this wiki-page the research on game-based learning is restricted to 'computer games'.


  • wikipedia (english), september 2014

In his classical essay, "Upon the Aesthetic Education of Man", Friedrich Schiller discusses play as a force of civilization, which helps humans rise above their instincts and become members of enlightened communities. He states that "humans are only fully human when they play".

  • Barab, Dede (2007)

Many researchers have argued that, even as an entertainment medium, videogames support rich discursive and inquiry-based practices (for example, Gee, 2004, Steinkuehler, 2006; or Squire, 2006). The linguist James Gee (2003), in particular, has described the discursive richness, complexity of game play, depth of collaborative inquiry, opportunities for consequentiality, rich perception-action cycles, exploration of situated identities, and complex forms of learning and participation that can occur during game play. However, enlisting this same medium and repurposing it as a curricular context to support academic science learning is a new opportunity with a host of challenges. At the core of each of the articles in this special issue is the belief that leveraging the affordances of game-based technologies and methodologies provides a powerful potential for supporting deep and engaging science learning.


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