Reflections on DGBL Literature

The extensive reviews done for digital game based learning (dgbl) shows a growing body of research using different taxonomies, methodologies and subject areas. They are all mostly coming to the same conclusion that games and simulations are increasingly proving to be effective in both the cognitive and psycho motor learning process in  various settings [1].

 While the effectiveness of dgbls is true and increasingly being shown, the other aspect is the traditional nature of the challenges facing the field. It is unmistakable that, digital game based learning is faced with some of the same issues faced by traditional approaches to learning. This includes effective pedagogy, understanding cognitive process and effective evaluations and taking into account the cost-benefit of implementing dgbl in place of other models.

For as exciting and exhilarating as dgbls are, these leads to the question of how different are they, if we are still answering the same questions as it pertains to traditional education and learning models. As pointed out by various researchers and authors including Prensky, van Eck and others, the experience in a dgbl environment while cutting edge is still highly dependent on the instructor, curriculum and available resources[2] . This makes for sober reflection and understanding of the dgbls as serious educational tools. They need to be utilized with h understanding that they are not the cure-all for all that ails education.

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[1] Koehler, M. J. ( 1 ), Arnold, B. ( 1 ), Greenhalgh, S. P. ( 1 ), Boltz, L. O. ( 1 ), & Burdell, G. P. ( 2 ). (2017). A Taxonomy Approach to Studying How Gamers Review Games. Simulation and Gaming, 48(3), 363–380. https://doi.org/10.1177/1046878117703680

Tobias, S., Fletcher, J. D., & Wind, A. P. (2014). Game-Based Learning. In Handbook of Research on Educational Communications and Technology (pp. 485–503). New York, NY: Springer New York. https://doi.org/10.1007/978-1-4614-3185-5_38

Vlachopoulos, D., & Makri, A. (2017). The effect of games and simulations on higher education: a systematic literature review. International Journal of Educational Technology in Higher Education, 14(1), 22. https://doi.org/10.1186/s41239-017-0062-1

[2] Cuban, L. (2009). Oversold and Underused: Computers in the Classroom (Google eBook). Harvard University Press. Retrieved from http://books.google.com/books?id=sdSutyVQfzYC&pgis=1

Hirumi, A., Appelman, B., Rieber, L., & Van Eck, R. (2010). Preparing Instructional Designers for Game-Based Learning: Part 2. TechTrends, 54(4), 19–27. https://doi.org/10.1007/s11528-010-0416-1

Lester, J. C., Ha, E. Y., Lee, S. Y., Mott, B. W., Rowe, J. P., & Sabourin, J. L. (2013). Serious Games Get Smart: Intelligent Game-Based Learning Environments. AI Magazine, 34(4), 31.

https://doi.org/10.1609/aimag.v34i4.2488

Prensky, M. (2001). Digital Game Based Learning. icom (Vol. 152). Retrieved from

http://www.amazon.de/exec/obidos/redirect?tag=citeulike01-21&path=ASIN/3866440103

Van Eck, R. (2006). Digital Game-Based Learning: It’s not just the Digital Natives Who are Restless. Journal, Vol 41(Issue 2), 16–30. Retrieved from http://edergbl.pbworks.com/w/file/fetch/47991237/digital game based learning 2006.pdf