A Review of the Effectiveness of Educational Digital Game-Based Learning on Students in Tertiary Institutions

Abstract

The higher institution’s evolution to a more digital era is increasingly making the long-standing learning approaches redundant and ineffective in maintaining student engagement. The digitalization of the educational system sometimes results in a misalignment of the learning approaches with contemporary students’ skill sets and experiences. Many studies have attributed the increase in students’ dropout and poor academic performance to this misalignment in the teaching approaches. Hence, introducing improved teaching methods is essential in uplifting students' learning experiences and academic engagement, contributing to successful student pass rates. Adopting the desktop literary review, the study utilizes relevant literature and theoretical frameworks including The Connectivism Learning Theory by George Siemens and Stephan Downes, The Cognitive Load Theory by John Sweller as well as, a range of theories surrounding the cognitive function in its interrogation of digital game-based learning, and to better understand their effectiveness among our students. This research study aims at advancing traditional conversations in the field of teaching and learning to the role of technology in modern day education, and will benefit educators as, valuable insights on digital game-based learning can be used to promote positive changes in the learning environment, transitioning from conventional approaches such as lengthy lectures in which, according to research studies, was said to be less effective in holding student engagement. The study concludes with a deep engagement and discussion on the positive influence of digital game-based learning on students’ ability to focus and pay attention in learning environments in addition to, processing, comprehending and retaining valuable information, maintaining engagement and increasing memory capacity as well as, improving strategic and critical thinking and problem solving abilities within and beyond the academic institution.