Game-Based Learning As a Platform

Gamification seems like almost an inevitable disruptive innovation in the world of education. Video games are everywhere, for one, and games in general foster both a sense of teamwork and collaboration as well as competition and good sportsmanship. People play games to win (usually); and so, if the prize is the acquisition of knowledge, then all the more that games are important, integral tools for learning.

Recognizing this disruptive innovation has these advantages, a check that game-based learning really is on solid pedagogical ground is in order.Too, I needed to answer whether or not gamification of lessons is just “edutainment” of lowered expectations (and we’re doing the children and future society a disservice). Is playing games really that high stakes when it comes to education? If gaming has much to offer learners in an increasingly “high-stakes” testing climate, then it proves invaluable; contrarily, if it distracts from the learning, then it’s detrimental - in other words, verifying the value of playing learning games is a valid investigation.

So, first question: what exactly constitutes game-based learning?

An article published in the International Journal of Technology in Education, Adipat et al. (2021) discuss the fundamental concepts of game-based learning: sharing the most basic definition, “Game-based learning is a method of obtaining new concepts and skills through the use of digital and non-digital games” (as cited in Grace, 2019, p. 542). The authors further discuss what determines a game as educational; I prefer the “more specific definition,” that educational games contain “dynamic visuals, regulations, objectives, and interaction features” (as cited in Adipat et al., 2021, p. 543, originally from Boctor, 2013). In my own previous lesson planning, these characteristics were part of my selection process, with meeting or matching the lesson’s objectives at the forefront.

The next question for consideration is how are learning games best employed. In his TEDx talk, André Thomas, director of the LIVE Lab in the Department of Visualization at Texas A&M University, speaks on the power of reaching students today “to bring deeper context to the students through games, knowing that 97% of our students play games [of some kind]” (TEDx Talks, 2018). His presentation includes game-based learning examples of art students from different majors taking an art class, and also calculus students, whose performance rose to mastery through a game reminiscent of Legend of Zelda, only using math problems. These examples suggested to me that the intent of game-based learning is to be a tool, part of the methodology.

“Game-based learning is designed to balance theoretical content and learning through the use of games” (Adipat et al., 2021, p. 543) offers reassurance that it’s not just “fun and games.” In fact, a visual emerges: the platform operates with a fulcrum, balancing content and learning, using games as the delivery mechanism. “Old school, business as usual,” pales in comparison: dry, text-based, sequential instruction that may be traditional but is pretty abstract without analogies or narrative, establishing a high barrier for learners.

Chatting with my friend, Claude AI, carried some important takeaways: that game-based learning differences include an immersive learning environment (as with interactive worlds), stealth learning of which learning feels like play, progressive skill building and introducing concepts through game levels, and immediate feedback loops which keep learners on track and moving through the stages such as in CodeCombat and Minecraft (Anthropic, 2025). Game-based learning is one method to counter the traditional model, by providing a low barrier for beginners, being widely available (and often with free limited access for teachers who then have dashboards that contain analytical data from student assessment and progress tracking).

In the four years I taught computer science, I found I was employing games more in lessons. Not all of them, because burning the students out on gaming wasn’t the point, but I found more or new good learning games available. I wanted to make well-made lessons with authentic learning experiences, but there was that lingering thought, “Are they just playing ‘educational’ games?” Back then, I worked with the premise, “No, of course these aren’t just games!” and hoped I was correct (and also hoping the people coming up with these games were more than financially motivated). Having done the research in my studies at OSU, now I can rest assured that my instinct to employ gamification to enhance lessons was good. Game-based learning as a platform has a solid pedagogical basis with learners gaining their education through fun, rewarding methods.

References

Adipat, S., Laksana, K., Busayanon, K., Asawasowan, A., & Adipat, B. (2021). Engaging students in the learning process with game-based learning: The fundamental concepts. International Journal of Technology in Education (IJTE), 4(3), 542-552. https://doi.org/10.46328/ijte.169

Claude. (2025, February 13). Discussion on disruptive innovations in computer science education

and educational simulations [Chat conversation with Claude 3.5 Sonnet]. Anthropic.

TEDx Talks. (2018, May 10). The effective use of game-based learning in education | Andre Thomas | TEDxTAMU [Video]. YouTube. https://youtu.be/-X1m7tf9cRQ?si=fiuzfLTV1ODiGpQa

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