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Module 3 Application: Game-Based Learning
Module 3 Application:
Game-Based Learning
Erin Bennett
First Grade Teacher
American College of Education

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Module 3 Application: Game-Based Learning
Introduction
The following will outline the growing popularity of game-based learning in schools. It will
discuss the pros and cons of such learning. It will also give specific examples of game-based
learning technologies that could be used in today’s classrooms.

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Module 3 Application: Game-Based Learning
Module 3 Application: Game-Based Learning
Part 1.
“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” (Team, 2016).
GBL is growing in popularity due to its ability to teach students important 21st century skills.
With teachers focusing on the needs of their ‘digitally native’ students, many are finding that
gaming offers a connection that traditional teaching practices do not. Throughout the United
States, and the rest of the world, many classrooms are moving to a more game-based approach.
One researcher stated that “Interviews with the players showed that they were very much
interested in learning through games and were even excited about the idea of having games
integrated into their educational curriculum rather than listening to classroom lectures” (Ramirez,
2010). A separate researcher identified that “According to the informal data gathered from the
researcher’s observations, the students of Group A seemed enthusiastic when they were told that
they would use a game for educational purpose. During their interaction with the game, they
seemed very absorbed and interested in the task, and exhibited high levels of engagement in their
effort to maintain their number of lives, reach the termination flags and achieve a high score”
(Papastergiou, 2009).
Although keeping a student’s attention to a task is an important aspect to lesson planning with
game-based learning, it is not the only benefit to the technology. The website Teachthought.com
offers six benefits of game-based learning (Staff, 2016)
1. Increase a child’s memory capacity
2. Computer and simulation fluency

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Module 3 Application: Game-Based Learning
3. Help with fast strategic thinking and problem solving
4. Develops hand-eye coordination
5. Beneficial specifically for children with attention disorders
6. Skill-building (e.g. map reading)
These benefits seem to be echoed throughout the online community when discussing the pros of
GBL. “In the US, nearly 170 million people played computer and videogames in 2008, spending
a record $11.7 billion. Harness the power of well-designed games to achieve specific learning
goals, and the result is a workforce of highly motivated learners who avidly engage with and
practice applying problem-solving skills” (Trybus, n.d.). In the article, Game-Based Learning:
What it is Why it Works and Where it’s Going, Trybus (n.d.) continued by including a table
comparing traditional teaching, hands-on teaching, and game-based learning.
Traditional Training
(lectures, online
tutorials)
Hands-on Training Game-based Learning
Cost-effective X X
Low physical
risk/liability
X X
Standardized
assessments allowing
student-to-student
comparisons
X X
Highly engaging X X
Learning pace tailored
to individual student
X X
Immediate feedback
in response to
student mistakes
X X

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Module 3 Application: Game-Based Learning
Student can easily
transfer learning to
real-world
environment
X X
Learnerisactively
engaged
X X
Of course there are also cons to the game-based learning approach. "Teachers must determine
whether the content of the game is appropriate for specific age groups and whether the games are
suitable for the standards-based accountability movement." (Coffey, 2009). This requires
teachers to research and play the game in its entirety. Coffey (2009) adds, “it seems to put a lot
of pressure on the teacher to keep up to date with the content of the game in every aspect
also. This may mean more work for the teachers, while having students play these games are
supposed to take some pressure off of the teachers. Also, if teachers aren't as 'tech-savvy' as their
students, it may cause somewhat of a gap between teaching and learning. Students have grown
up to be digitally proficient, more than older generations” (Disadvantages section,
para.1). Griffiths (2002) states, “most notable of the limitations of using digital-based games is
the fact that video games are constantly being upgraded”…administrators must also “take into
account the amount of technology available to them in the school setting. If there is not enough
technology to support a digital game-based learning program, some students may not have equal
access to this type of instructional tool” (p. 48).
Part 2.
There are many digital games available for student use in and out of the classroom. After
researching on the Internet, I found five games that I will be able to implement in my classroom
immediately. These games were chosen based on their ability to use individually, and for ease of
integration into the current curriculum.

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Module 3 Application: Game-Based Learning
Game 1: Flight to Freedom
Flight to Freedom is available for free at www.mission-us.org. In this game, the player is a 14-
year old slave in the South that wants to escape to freedom. Throughout the game, the player has
to read and make choices that effect how the game progresses. The player interacts with other
characters including other slaves, the slave master, and Underground Railroad conductors. It is
similar to the “choose your own adventure” books. I will use this game during Black History
Month when we discuss slavery and the Underground Railroad. It would be suitable for any
students that are able to read and have a prior knowledge of slavery.
Game 2: Slice It!
Slice It! Is available as an app for apple or android. In this game, players are asked to slice (cut)
various shapes evenly into as many pieces as are requested. I would use this app when studying
geometry, specifically shapes and fractions. It is a nice visual tool for struggling learners, and
gives immediate feedback if the ‘slice’ is incorrect. The directions indicate that it is for

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Module 3 Application: Game-Based Learning
Kindergarten through second grade, however, I’m sure there are older students that could benefit
from extra practice with symmetry and fractions.
Game 3: Move the Turtle
Move the Turtle is a coding game available for apple or android. It is specifically designed to
work on students’ problem solving and critical thinking skills. This is something I can use in my
classroom once my students have learned to read short sentences so they can enhance their 21st
century skills. In this game, players are asked to ‘write the code’ to get the turtle to complete a
task. Students are required to figure out how many steps, turns, and moves the turtle will have to
make. I believe it is best for students in first or second grade.

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Module 3 Application: Game-Based Learning
Game 4: Scratch
Scratch can be found at https://scratch.mit.edu/. In this game, students are again writing code to
complete a task. Players may design movies, games, art, or stories. The site contains how-to
videos to get students started on various projects. I would use this in my classroom to work on
the students’ problem solving and critical thinking. I may also use it as part of a larger project in
which they are using it as a presentation tool. Although I believe my first graders could use this
program at this point in the year, they would not have been able to work through the tutorials at
the beginning of the year. I would say it is best for late first grade and up.
Game 5: Amazing Alex or Wallace’s Workshop

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Module 3 Application: Game-Based Learning
Amazing Alex is only available for apple, but Wallace’s Workshop is available at
http://amazingalexnow.com/games/wallaces-workshop/. With these two games, students are
exposed to creating machines like Rube Goldberg. They are given tasks, and have to use pieces
that are ‘lying around’ to complete the task. Later in the year, our first graders study simple
machines, and this would be a great way to get them building and experiencing those machines.
The instructions are simple enough for first graders, but the difficulty increases to keep the
attention of a fourth or fifth grader.

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Module 3 Application: Game-Based Learning
References
Coffey, Heather. (2009). Digital game-based learning. Retrieved from:
http://www.learnnc.org/lp/pages/4970
Griffiths, M. (2002). The educational benefits of videogames. Education and Health, 20 (3), 47-
51.
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. doi:10.1016/j.compedu.2008.06.004
Ramirez, C. G. R. (2010, July). Implementation of a digital game-based learning environment
for elementary education. 2010 2nd International Conference, volume 4.
Staff, T. (2016, March 4). 6 basic benefits of game-based learning. Retrieved March 12, 2016,
from Technology, http://www.teachthought.com/the-future-of-learning/technology/6-
basic-benefits-of-game-based-learning/
Team, E. (2016, February 1). What is GBL (game-based learning)? Retrieved March 12, 2016,
from http://edtechreview.in/dictionary/298-what-is-game-based-learning
Trybus, J. Retrieved March 12, 2016 a, from http://www.newmedia.org/game-based-learning--
what-it-is-why-it-works-and-where-its-going.html