This document discusses game-based learning and provides guidance for educators on adopting it. It defines game-based learning as using video games to support teaching and learning, with defined learning outcomes. It notes the growing market for educational games and cites research that game-based learning motivates students and enhances assessment through instant feedback. The document recommends personalized professional development and using available school resources. It provides examples of educational games for subjects like English, medicine, civics, and math. Overall, the document promotes game-based learning and offers best practices for integrating games into instruction.

1. By: Bashaer M. Al Kilani
GAME-BASED LEARNING: TURING GAMING INTO A
STUDENT CENTERED APPROACH TO LEARNING

2. GAME-BASED LEARNING
• What is Game-based learning?
• Why should educators adopt it?
• How can educators get started with Game-based
Learning?
• How to integrate Games in learning
• Demo of educational games utilization

3. GAME-BASED LEARNING
• Worldwide revenues for Game-based
Learning products reached $2.6 billion in
2016 and will surge to $7.3 billion by 2021
(Adkins, 2016)
Sam S. Adkins (2016). The 2016-2021 Worldwide Game-based
Learning Market, Ambient Insight, LLC.

4. WHAT IS GAME-BASED LEARNING
•Game-based learning (GBL) is a type of game
that has defined learning outcomes.
•Game-based learning broadly refers to the
use of video games to support teaching and
learning
Perrotta, C., Featherstone, G., Aston, H. and Houghton, E. (2013). Game-based Learning: Latest
Evidence and Future Directions (NFER Research Programme: Innovation in Education). Slough: NFER.

5. WHY SHOULD EDUCATORS
ADOPT GAME-BASED LEARNING?

6. GAME-BASED LEARNING MOTIVATES
LEARNERS
• Game-based Learning captures learners’ attention,
which leads to engaging them in a joyful learning
experience where learners are intrinsically motivated.
(Edutainment)
• The majority of the studies examining the impact of
video games on student motivation and engagement
found positive results.
Perrotta, C., Featherstone, G., Aston, H. and Houghton, E. (2013). Game-based Learning: Latest
Evidence and Future Directions (NFER Research Programme: Innovation in Education).
Slough: NFER.

7. GAME-BASED LEARNING IS A DIFFERENTIATED
ACTIVE LEARNING APPROACH
• The studies consistently found that video games
can impact positively on problem solving skills,
broader knowledge acquisition motivation and
engagement.
Perrotta, C., Featherstone, G., Aston, H. and Houghton, E. (2013). Game-based Learning: Latest
Evidence and Future Directions (NFER Research Programme: Innovation in Education). Slough:
NFER.

8. GAME-BASED ENHANCES ASSESSMENT
• It encourage self-assessment through instant
feedback
• Video games seem to allow more powerful and
‘always-on’ forms of assessment in which all
actions, interactions, successes and failures
can be constantly tracked and logged.
Perrotta, C., Featherstone, G., Aston, H. and Houghton, E. (2013). Game-based Learning:
Latest Evidence and Future Directions (NFER Research Programme: Innovation in Education).
Slough: NFER.

9. HOW TO GET STARTED WITH
GAME-BASED LEARNING?

10. PERSONALIZED PROFESSIONAL DEVELOPMENT
https://www.iste.org/explore/articleDetail?articleid=164&category=ISTE-Connects-blog&article=Infographic:+How+to+become+a+connected+educator

11. AVAILABLE RESOURCES IN SCHOOL
• Get in contact with the IT team to check on
connectivity and hardware software platforms
and AUPs in use.
• Start by using the available resources .Electronic
games are becoming more generic.
• It is key to be flexible and to try alternative
solutions.

12. WHICH GAMES AND WHY?
Keep in mind that there is no best answer for these
two questions. It is a matter of choosing what meets
your objectives and meets the learners’ needs.

14. • Use a blended approach “Suspender & belt”
• EduGames are similar to other supplemental resources
• Introduce the content then use the game for Synthesis and
practice
• Play the game, then teach the content referring back to the
game
• Alternate playing with activities that expand on or compliment
the game content
A Publication Of The Software & Information Industry Association (Siia) Education Division.
(2009) Best practices for using games & simulations in the classroom guidelines for k–12
educators
HOW TO INTEGRATE GAMES IN
LEARNING?

15. HOW TO INTEGRATE GAMES IN
LEARNING?

16. ENGLISH: PARTS OF SPEECH
• https://www.brainpop.com/games/sortifypartsofspeech/

17. ENGLISH: PARTS OF SPEECH
• https://www.brainpop.com/games/sortifypartsofspeech/

18. MEDICINE
Stanford University – Medicine School
http://med.stanford.edu/sm/archive/sicko/game/SICKO.html

19. MEDICINE

20. HUMANITIES - ICVICS
https://www.icivics.org/games/argument-wars

21. HUMANITIES - ICVICS

22. SCIENCE: GUTS & BOLTS
https://www.brainpop.com/games/gutsandbolts/ /

23. SCIENCE: GUTS & BOLTS
https://www.brainpop.com/games/gutsandbolts/ /

24. SCENARIO BASED MATH QUIZ• http://mathsnacks.com/gate.html

25. SCENARIO BASED MATH QUIZ• http://mathsnacks.com/gate-guide.html

26. Bashaierk@me.com
@Bashaierk
#edchatMENA
USEFUL RESOURCES

27. • http://www.siia.net/Portals/0/pdf/games_final.pdf
• http://educade.org/
• https://www.edutopia.org/game-based-learning-
resources
• http://gamifi-ed.wikispaces.com/
• https://www.brainpop.com/games/
USEFUL RESOURCES

28. SCENARIO BASED :ATH QUIZ