Abstract
The interest towards game-based learning (GBL) is continuously growing worldwide. However, several countries still face difficulties to efficiently implement GBL approaches in their Educational Institutions. This literature review is focused on the identification of the main types of GBL approaches that have been recently implemented in educational contexts, by providing one representative game-example for each case. The study also examines the implementation of GBL in educational contexts in Greece, identifying game-based learning popular tools and approaches. A qualitative content analysis is used to investigate the general characteristics of the identified GBL types and the representative example-games, as well as the main benefits and drawbacks that render GBL implementation impracticable in several countries. Overall, this study contributes in the research attempt towards the recognition of the main GBL types, focusing on their drawbacks or other features that seem to affect their broad implementation in several countries and educational contexts.
Highlights
Nowadays, more and more students grow up using devices like computers, mobile phones, and video consoles for almost any activity
Main Types of Game-Based Learning Approaches This study identified seven main types of game-based learning (GBL) approaches implemented in Education, in all levels and contexts
This study presents a brief state of the art about the popular Game-Based Learning approaches that have been recently implemented in educational contexts
Summary
More and more students grow up using devices like computers, mobile phones, and video consoles for almost any activity. It is very crucial to motivate and engage young learners into learning activities by transforming the traditional teaching methods such as lectures and written materials in more digital form, like games that seem to attract their interest (Fu, et al, 2009; 2006). Digital games are the perfect tool that supports learning to students without even realizing it. These games use virtual words and symbols through which students can experience the concrete facilities that these words describe. Students take in information from many sources and make decisions quickly. It takes your core content and objectives and makes it fun.
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