Game-Based Learning in Transformational Societies by Kwame

Game-Based Learning in Transformational Societies by Kwame - July 2022 Scholarship Essay

In the next ten (10) years, the educational sector will experience the highest rate of quality educated population globally as a positive change, and this is due to factors that makes teaching and learning accessible, affordable, applicable, engaging, intuitive, useful and more fun. In my estimations as a projection, some of these factors to drive this positive change as a shift are;

1. Hybrid learning;
2. Free content upon request;
3. Experiential and project-based learning;
4. Personalized education;
5. Use of Machine Learning and Artificial Learning;
6. Use of Adaptive learning; and
7. Game-based learning.

Out of these driving factors is one educational framework gaining attraction due to its more fun nature, and that is, game-based learning. Since the educational system has always been slow to change, game-based learning in the 21st century has also become a subject of interest when it comes to making significant positive changes in the global teaching and learning environment.

Game-based learning is a practice using games to enhance meaningful learning experiences and at the same time having fun. In this case, the game becomes part of the learning process, and with the aim of teaching a discrete skill or specific learning outcome while giving leaners and gamers an engaging experience.

GBL can be used in any learning environment where communication is key to touch areas such as history of countries, STEM, sports, health, environment, among others. According to Aarti Dadheech, “the growing usage of digital games and applied sciences into learning environments have affected both the teaching of educators and the learning of students. Game-Based Learning can be successfully used to improve both learning and teaching.”

In most developed countries, information technology is helping build and reshape an improved educational framework through digitalization and the use of AI instruments, and specifically, game-based learning is keenly contributing to this course.

Considering all industries, especially in the education sector, GBL is a key driver contributing to major breakthroughs in advanced teaching and learning, and there’s an increasing objective discussion about modernization to improve curriculum for keeping learners and students engaged and making sure they’re learning skills like how to be critically assertive, confident, and being innovative and creative, of which these skills are abilities they’ll need for success in any work of the future.

Game-based learning is also adding value to the overall well-being of educating both healthcare professionals and patients by improving their health and nutrition, and also enhance brain pattern stimulations especially pertaining to patients with peculiar defects. Educational innovative approaches of GBL and modalities for education in healthcare are constantly sought after to improve teaching and learning, and ultimately patient care and positive outcomes.

In addition, some medical literature has shown an optimistic landscape for the efficaciousness, efficiency and effectiveness of game-based learning in medical education. Although GBL is globally not yet considered mainstream educational framework in medical teaching, some advanced and developed countries have adopted this educational innovative approach, and it’s yielding great and timely outcomes.

“In US and Europe, a significant portion of game-based learning research focuses on the STEM (science, technology, engineering and mathematics) field in formal science education. In Asia, the fun factor of game-based learning is foregrounded in most research (GBL is often framed as joyful learning) and there are few dedicated to learning complex ideas and 21st century skills.

In Singapore, game-based learning is mostly employed to motivate learning and to foster academic content mastery in the classroom. It is sometimes, though rarely, used in the classroom setting to promote 21st century skills. Reasons for this scarcity are suggested by a recent empirical study in a school renowned for its endeavor in game-based learning. The study suggests that game-based learning is employed infrequently though the school has invested heavily on developing digital games and corresponding learning activities.

Observed adoption trends may be due to the lack of clarity on the role of games for learning, the challenge of designing learning activities around the games, the unavailability of appropriate games for intended learning objectives, difficulty in classroom management, and the lack of time in designing and managing game-based learning programs,” according to Dr. Azilawati Jamaludin.