“gbl im kindergarten” by elisabeth, 24.04.2009 – Projekt “Digital Game Based Learning” is licensed under CC BY-NC-ND 2.0
For my literature review, I have been struggling to find a focus within the overarching topic of inquiry learning. One area of inquiry learning I keep coming back to is game-based learning (GBL) or simulation-based learning (SBL). These two areas of inquiry learning form the basis of my reflection this week.
If the goal of inquiry learning is to foster student discovery, then gaming provides unlimited opportunities for learners to make discoveries and experiment. Mark Hawkes, BC Ministry of Education, has been super helpful with providing contacts and information supporting the use of GBL and SBL in classrooms. According to the 2011 Horizon Report:
Game-based learning has grown in recent years as research continues to demonstrate its effectiveness for learning. Games for education span the range from single-player or small-group card and board games all the way to massively multiplayer online games and alternate reality games. Those at the first end of the spectrum are easy to integrate into the curriculum, and have long been an option in many schools; but the greatest potential of games for learning lies in their ability to foster collaboration and engage students deeply in the process of learning. Once educational gaming providers can match the volume and quality of their consumer-driven counterparts, games will garner more attention.
–NMC Horizon Report: 2011 K-12 Edition
Video’s supporting the use of GBL/SBL in schools:
A Case for GBL and SBL Use In Classrooms:
- Whenever I get together with other educators at workshops and professional development opportunities, I constantly hear the rhetoric that students don’t take risks and are afraid to fail. I think games and simulations create safe environments for students to take risks, fail, and learn from their experiences in ways that do not exist in many classrooms.
- GBL and SBL allow users to experience essential 21st century skills and social practices such as collaboration, problem-solving, team-building, and different ways of being and doing.
- Good game designers scaffold and differentiate their tasks and objectives well, and this mirrors the techniques many educators are trying to replicate in the classroom.
As I continue to develop my understanding of GBL/SBL please feel free to share your experiences on the topic.
Johnson, L., Smith, R., Willis, H., Levine, A., & Haywood, K. (2011). The 2011 Horizon Report. Media (Vol. 2010, p. 36). doi:10.1002/chem.201001078