Potential and limits of game-based learning

Abstract

Because educational games increasingly find their way into the classroom, we aim at outlining potentials but also limitations of game-based learning. First, we compile widely acknowledged benefits, like the ability of learning games to engage and meet the learner's situation. Moreover, we argue that the reduced use of games for learning in higher education does not seem warranted. We propose a three-dimensional framework that highlights the potential of adaptive game-based learning to catalyse the learning process by addressing cognitive, emotional and social factors of the learner and characteristics of the respective learning environment. We emphasise mandatory considerations like the inability of 'serious games' to replace but complement and enhance traditional educational approaches as well as the misunderstanding that the current generation has a 'native' understanding of technology. With adequate resources, theoretical frameworks, interdisciplinary competencies and clear goals, one can realise effective game-based learning that meets the requirements of modern education.