Game-based reflective learning: a modular experience for teachers and students

Abstract

Video games may represent an experience mediated by digital environments in which an immersive learning happens. Game-based learning (GBL) entails a high degree of metacognitive skills: learning is deeper when gamers are prompted to explain their thoughts and actions, to reflect on learning and on their self-regulation. To foster the metacognitive nature of GBL a modular reflective design framework (MO.RE.GBL) is proposed, focusing the phased construction of the learning process, the role of teachers and students’ autonomy and self-regulation, through a reflective approach. The framework can be used by teachers to design GBL activities or with their students to focus the learning process. Students may use it to self-regulate and personalize their GBL experience through the selection of their sequence of activities.