As we move into the 21st century, advances in information technology are creating new possibilities for using performance-based assessments to measure learning.

1. Game-based learning in virtual world:
benefits and challenges
BY
Ravindra Jeevaraj

2. Overview
 What is Game-Based Learning?
 Gamification
 Pedagogic benefits
 Types of Game-Based virtual world
 Practicalities
 Challenges
 Some research

3. What is game-based learning?
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. A
game‐based learning will use game principles to improve teaching and learning experiences, with technology playing a facilitative
role. Game principles include the following:
 Competition or challenge
 Goal, rules and outcome
 Interactive environment to be explored
 Safe environment – limited consequences in the real world
 Single or multi-player
 Motivation, Feedback, Practice, Intensity, Choice/involvement, Engagement, Attention span, Mental Flexibility, ion
Collaboration, Blissful productivity, Epic Meaning

4. Gamification
Gamification is not the same as game development. It is carefully selecting the element which user love about the
game like challenges, Competition, risk, Getting in to different levels, feedback etc. Adding these elements to a
non-gaming context to make more interesting --, to engage the people or to practice or to motivate the people to
complete the work more efficiently.
Gamification is a tool to motivate the people to change their behavior through positive reinforcement

5. Pedagogic benefits
 Motivation and engagement
 Collaborative learning
 Experiential and active learning
 Problem-based learning
 Authentic activities
As pedagogical devices, games are extremely useful ‐ they can enliven teaching topics and are especially
effective for dealing with problem solving and key concepts. Research shows that “games have a special role
in building students’ self‐ confidence” and “they can reduce the gap between quicker and slower learners” the
highly adaptable, flexible nature of games means that they can be moulded to suit a variety of learning
settings and environments

6. Dimensions of virtual gaming worlds
 Number of players : single to multi-player to massively multi-player
 Fidelity of environment : textual to graphical to immersive
 Genre : role play, simulation, adventure, puzzle, strategy
 Medium : computer, mobile device, real world

7. Practicalities of learning in gaming environments
 Match with curriculum – gaming outcomes and learning outcomes
 Time available, location, resources
 Associated activities, briefing, debriefing – learning package
 Building in reflection and collaboration

8. Development options
 Use entertainment games
 Modify entertainment games
 Use virtual worlds
 Use educational games
 Create games
 Students create games
 Memory Games
 Virtual Dissection

9. Challenges
 Development time / expertise
 Cost
 Novelty effect
 Exclusion
 Learning to play the game
 Assessment
 Need for more robust studies

10. 1. Games must be collaborative in nature. For example, interdepartmental or intercampus Initiatives
incorporating elements of game‐based or immersive learning.
2. Proposals should incorporate Teachers ideas and feedback.
3. Must incorporate behavior motivation considerations (for example, points, badges, Leader boards, among
others).
4. Game Proposals should address instructional design needs/resources
5. Must track student learning outcomes and include evidence‐based evaluation strategy
6. Proposals should address how will other faculties will learn about and incorporate the solution.
7. Demonstrate a shift in pedagogy – using games/immersive technology in support of learning.
Process of developing the Games based learning experience

11. 8. The priority will be given to projects that move from 100% classroom based to “hybrid” or “blended” learning. For
example: “flipping” the classroom – doing things outside of class that used to be done in class (such as lectures), and
using class time for collaborative activities.
9. Blended learning provides students with both the flexibility of online learning (time and place) and the structure
and engagement of the in‐person classroom experience.
10. Teachers ( Educators ) should be interested in exploring a variety of blended learning models, including various
time‐share models (e.g., 50:50, 60:40, or 30:70 face‐to‐face versus online).
11. Teachers (Educators) will not consider proposals for “web‐enhanced” courses that do not fundamentally change
the instructional model.
Process of developing the Games based learning experience