Professional research suggests that games and game attributes increase student motivation and willingness to learn. While there is sometimes a lack of statistically significant evidence of an increase in actual knowledge learned, there is, however, an increase in knowledge retention, motivation, and overall student enjoyment in the classin every study conducted using GBL methods. All students typically show more engagement and success in their game-based lessons over traditional lesson delivery methods. Continued research is needed as well as further development of game-based lessons and games that effectively include clear educational outcomes.
”The engagement and motivation that games offer alongside with their potential to provide concrete learning experiences has attracted significant research interest with regard to the integration of commercial games into formal educational settings as well as the development and use of specially-designed educational games“ (Panoutsopoulos, pg 15, 2012).
In another research study, an experiement with GBL methods was conducted in a Taiwan History class (Kuan-Cheng, 2012). The study shows with statistical significance that the use of interactive DGBL experiences increased learning and retention in the studied population. In addition, another study investigated the same concept that DGBL experiences could enhance the learning motivation in a group of students. While there were no statistically significant results in increasing the overall learning, the group that was introduced to DGBL in the Civics and Society classes had shown significantly increased motivation in learning, and an overall enhanced classroom atmosphere that was conducive to increasing problem-solving skill development (Yang, 2012).
A few research articles related to Game-Based Learning:
Barzilai, S., & Blau, I. (2014). Scaffolding game-based learning: Impact on learning achievements, perceived learning, and game experiences. Computers & Education, 7065- 79. doi:10.1016/j.compedu.2013.08.003
Jackson, G., & McNamara, D. S. (2013). Motivation and Performance in a Game-Based Intelligent Tutoring System. Journal Of Educational Psychology, 105(4), 1036-1049. doi:10.1037/a0032580
Hidden curriculum (2014, August 26). In S. Abbott (Ed.), The glossary of education reform. Retrieved from http://edglossary.org/hidden-curriculum
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.
Panoutsopoulos, H., & Sampson, D. G. (2012). A Study on Exploiting Commercial Digital Games into School Context. Journal Of Educational Technology & Society, 15(1), 15-27.
Yang, Y. (2012). Building virtual cities, inspiring intelligent citizens: Digital games for developing students’ problem solving and learning motivation. Computers & Education, 59(2), 365-377. doi:10.1016/j.compedu.2012.01.012
Kuan-Cheng, L., Yu Che, W., & Hung, J. C. (2012). The Effects of Online Interactive Games on High School Students' Achievement and Motivation in History Learning. International Journal Of Distance Education Technologies, 10(4), 96-105. doi:10.4018/jdet.2012100108