Games Based Approach as a Constructivist Model of Games Teaching

Abstract

Many scholars have supported the notion that the TGfU model is grounded in a constructivist learning theory (Butler, 1997; Grehaigne et al., 2005; Grehaigne, & Godbout, 2021; Metzler, 2017; Mitchell et al., 2021). Scholars have made the case that instructional approaches (i.e., models) should have at their foundation a learning theory (Metzler, 2017; Rink, 2001). Understanding the learning theory allows the teacher to have a better sense of the learning process and overall expected outcomes (Kirk & MacPhail, 2002; Rink, 2001). Therefore, aligning a game-based approach (GBA) to constructivist learning theory gives the teacher the opportunity to examine assumptions such as why it works and how it works (Rink, 2001). The purpose of this chapter is threefold. First, we will define constructivist learning theory. Second, describe how social constructivist learning theory aligns with the GBA. Third, we will provide an overview of the Tactical-Decision Learning Model (T-DLM) an example of a social constructivist learning perspective. Finally, we share some chapter takeaways.