Reasoning and learning with board game-based learning: A case study

Abstract

Game-based learning (GBL) refers to the use of games to support learning in educational settings or as educational tools. The objective of this qualitative study is to gain an in-depth knowledge of what GBL means for the educational community of a public school in Spain and to explore the impact GBL has on the teaching-learning process. Data were collected through document analysis, observation during the game sessions (45 students), a focus group (6 teachers), and by in-depth interviews (1 family member, 1 teacher, and 2 students). Data analysis used constant comparison until category saturation was achieved. The participants conceptualized GBL around three main topics: (1) GBL characteristics, (2) participation, and (3) quality learning and reasoning. Thematic coding of their statements suggested that GBL encourages participation in school; this produces motivation and contributes to educational inclusion. GBL yields quality learning in both content and curricular competencies and favors the development of the executive functions (EFs), which are the basis of high-level thinking abilities. Results suggest that GBL is a favorable active methodology for the twenty-first-century school. The data is discussed in light of child development and learning in an educational context.