Foundations of Game-Based Learning

TLDR

Studying or applying games as learning environments requires multiple perspectives. The paper aims to examine how cognitive, motivational, affective, and sociocultural foundations underpin game-based learning design and to review relevant theories and empirical studies. The authors define game-based learning and gamification, present theoretical models, argue playfulness is orthogonal to learning theory, and review design elements that foster cognitive, behavioral, affective, and sociocultural engagement. They conclude that integrating cognitive, motivational, affective, and sociocultural perspectives is essential for game design and research to fully leverage games for learning.

Abstract

In this article we argue that to study or apply games as learning environments, multiple perspectives have to be taken into account. We first define game-based learning and gamification, and then discuss theoretical models that describe learning with games, arguing that playfulness is orthogonal to learning theory. We then review design elements of games that facilitate learning by fostering learners' cognitive, behavioral, affective, and sociocultural engagement with the subject matter. Finally, we discuss the basis of these design elements in cognitive, motivational, affective, and sociocultural foundations by reviewing key theories from education and psychology that are the most pertinent to game-based learning and by describing empirical research on learning with games that has been or should be conducted. We conclude that a combination of cognitive, motivational, affective, and sociocultural perspectives is necessary for both game design and game research to fully capture what games have to offer for learning.