Using Games-based Learning: How it Influences the Learning Experience and Outcomes of Primary School Children

Aishah Abdul Razak,Thomas Connolly

doi:10.3991/ijet.v8is2.2782

Abstract

Under the new Curriculum for Excellence (CfE), teachers at schools across Scotland are encouraged to use constructivist learning approaches that promote challenge and enjoyment in learning. One of them is through the use of games-based learning (GBL) technologies in classroom education, where the students are not only expected to learn by playing computer games, but also creating computer games. Two teacher surveys were conducted across primary schools in two separate regions in the West of Scotland to identify how GBL is being implemented within primary schools. The results showed that the use of GBL, especially the game making approach, was very limited. Following the surveys, several school-based field works were conducted to identify and compare the learning experience and outcomes from the teachersâ?? and studentsâ?? perspectives when using GBL and non-GBL (the traditional) approaches. This paper summarizes the result of one case study conducted at one primary school in Scotland. The participants were the teacher and her students in Primary 4 level. They were exposed to learning times tables using two different approaches, one using computer games and the other one without the use of computer games. The findings have shown that the learning outcome is slightly better when using computer games. However, in terms of the learning experience, the teacherâ??s pedagogical style has a great influence on the studentsâ?? preferences and enjoyment in learning for both approaches. Overall, the findings have strengthened the fact that using computer games does not eliminate the role of the teacher. To maximize the potential of a GBL approach, more training and exposure to GBL are needed to help the teachers increase their understanding and capacity in using this approach. With proper support from the teacher, GBL can make learning more engaging, provide better learning outcomes and make the process of learning less tedious.

Highlights

In Scotland, the Scottish Government has made radical changes in its education policy by introducing a new curriculum known as Curriculum for Excellence (CfE)
One of the teaching approaches emphasized under this new curriculum is games-based learning (GBL) because it can promote challenge and enjoyment in children's learning
To promote the use of GBL for teaching and learning, a GBL initiative called The Consolarium is set up to provide the platform for the teachers across Scotland to explore a range of computer games and game making tools and share their experience on how the appropriate use of computer games can have a positive impact on teaching and learning

Summary

Introduction

In Scotland, the Scottish Government has made radical changes in its education policy by introducing a new curriculum known as Curriculum for Excellence (CfE). CfE focuses more on context rather than content with the child at the centre of the learning process to achieve optimum engagement This new curriculum promotes active learning, by encouraging young people to think, question, research and work together rather than being passively fed information as in a traditional learning approach such as lectures and classroom instruction. To promote the use of GBL for teaching and learning, a GBL initiative called The Consolarium is set up to provide the platform for the teachers across Scotland to explore a range of computer games and game making tools and share their experience on how the appropriate use of computer games can have a positive impact on teaching and learning It can offer training and technical support and loan a range of game based resources that include games and consoles for example, Nintendo Wii, Nintendo DS, Sony PS3 and Xbox 360. It is claimed that a range of games-based technologies are being used in classrooms throughout Scotland to help make teaching and learning experiences challenging, demanding and appealing

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