Running head: GAME-BASED LEARNING 1

Game-Based Learning Group Presentation Overview

Abudharr Hussain, Sanad Shah, Terry Mincey, Randall Polliard, Joan Miller

California State University - Monterey Bay

IST522 Instructional Design

Professor Farrington

November 14, 2017

Introduction
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To begin our exploration of game based learning, we must first define what game based

learning is, and what it is not, and understand as instructional designers, both the pros and cons

of incorporating game-based learning into a classroom or learning environment. Game-based

learning is an increasingly relevant and contemporary topic in the field of instructional design &

technology, as digital technology as a medium for learning and as a method for teaching is

increasingly pervasive across all age groups and educational settings, and is particularly

prevalent and relevant to adult learning environments. Advances in new technology have taken

game-based learning opportunities from rudimentary to highly sophisticated, where today game-

based learning encompasses the incorporation of technologically advanced game-based

applications and technologies, including but not limited to digital 3-D environments or “Virtual

Worlds”, Alternate Reality Games (ARG’s), Massively Multiplayer Online Role-Playing Games,

and more (Connolly, Stansfield, & Hainey, 2011). It has been shown that on a commercial level

games and simulations can teach civil resource management (SimCity), strengthen critical

thinking (Portal), and enhance spatial development (Minecraft), whereas educational applications

have shown a measured level of success in utilizing game-based learning to guide learners

through Diffusion of Innovation Theory (Diffusion Simulation Game), or prepare military

personnel to understand the language and culture of the countries in which they are being

deployed (Tactical Iraqi) (Connolly, Stansfield, & Hainey, 2011, p.1390). However, “one of the

gravest mistakes training organizations make when they decide to embrace new learning

technologies as a means for strategically “upgrading” their services is to focus to heavily on the

“technologies” and too little on the “learning” (Stolovitch & Keeps, 2011, p. 197). Therefore, the

tension lies in the “how to do it well”, and holds true when considering the incorporation of

game-based learning into modern-day instructional design.

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While the opportunities afforded by simulation and/or blended game-based technologies

are likely unparalleled for providing opportunities for student engagement, motivation, and

authenticity, the use of game-based technologies must first consider sound principles of

instructional design so as not to incorporate game-based learning solutions for the sake of

technology alone, where “examples of this, both live and mediated, are learning games in which

the gaming aspect becomes so dominant that the learning content fades out” (Stolovitch &

Keeps, 2011, p.76). Therefore, in many ways, good instructional design mirrors good game

design, in that it is user-centered and highly focused. Stated another way, novice and expert

instructional designers must always have a keen eye for discrimination, knowing when to use

game based learning, in what situations to apply game based learning, and how best to leverage

game based learning for maximum learner immersion and knowledge retention. Therefore, our

group presentation will be contextualized to our peer-group and learning audience, providing

classmates with an introduction to game-based learning from the instructional designer’s

perspective, helping them to draw on their own prior knowledge related to the subject, as well as

to identify and participate in discussion around the pros and cons of game-based learning as

described within the professional narratives we have found to be most relevant to our chosen

field of study, Instructional Science & Technology.

Analysis

Needs Assessment

Instructional designers are tasked with designing for meaningful, engaging and effective learning

sessions that ultimately transform the learner (Stolovitch & Keeps, 2011, p. 13). There are a

variety of traditional, transitional and contemporary models, methods, and modes for delivering

effective and transformative learning experiences, and choosing the best path forward depends
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on many variables for consideration, most notably, the learner. Game-based learning is one mode

for learning and instruction that is increasingly alluring to designers, though it cannot be

considered as a one-size fits all approach, and has to be weighted equally to other modes and

methods of instruction while remaining focused on the learner-centered objectives, as well as on

the available resources and preparedness of instructors to deliver sound teaching experiences

within the game-based learning format. Not all instructional designers, nor instructors, have an

equal amount of exposure or knowledge to game-based learning, and are therefore not equally

aware of the pros and cons that game-based learning can afford. Beyond level of expertise in

game-based learning applications, each individual who is tasked with designing and/or delivering

game-based learning solutions brings with them their own unique perspectives and operational

settings that effect individual tendencies towards acceptance or resistance to the incorporation of

game-based learning into instructional design and delivery. However, despite any real or

perceived advantages or challenges game-based learning may afford, it is an important topic for

current and future instructional designers to familiarize themselves with, and prepare for.

Though game-based learning is an important topic to the field of Instructional Design &

Technology, there are not currently any MIST courses that specialize in this topic. Yet it is likely

that all students currently enrolled in the MIST program either already have, or will have to

design, implement or assess game-based learning solutions for the target audiences with which

they work due to the fact that all indications are that game-based learning will continue to be an

upward trend in educational settings for the foreseeable future. Therefore, the goal of our group

presentation will be to provide opportunity for our peer cohort to actively engage in the discourse

around game-based learning from the instructional design perspective, to reflect and draw upon

their own experiences with game-based learning, and prepare to activate and expand upon their
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knowledge of game-based learning for future consideration and application in and outside of the

MIST program.

Learner Analysis

Designing for our team presentation on the topic of game-based learning began with an

analysis of our target audience of peers enrolled in the MIST program. It is evident that the rich

and varied specializations and experiences of professionals within the field of education are

closely paralleled within the cohort of students currently enrolled in the MIST program. Current

and previous course discussions, introductions, and peer groups have provided evidence for a

variety of cultural and professional backgrounds, with MIST students having identified

themselves to be currently teaching or preparing to teach within a variety of public and private,

as well as adult or childhood educational settings. Additionally, students currently enrolled in the

MIST program, including those within our own group, have shown evidence for an overall level

of familiarity with online learning tools and technologies, including but not limited to

PowerPoint presentations, open-course learning platforms such Moodle, Web 2.0 tools such as

Prezi and SurveyMonkey, and even more technical web-development protocols and tools such as

HTML and Adobe Dreamweaver. To further gauge whether our student cohort also had a level

of familiarity with game-based learning, our group designed and delivered a basic assessment

survey to students currently enrolled in the MIST programs’ Instructional Design course (IST

522). Results indicated that for those who responded, there is at least a basic familiarity with

game-based learning, from both a student and instructor’s point of view. 89% of student

respondents to the survey indicated, for example, that they had at least one experience with

game-based learning as a student, while 88% of respondents indicated having utilized game-

based learning in their classrooms. Additionally, of those students who completed the survey,
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game-based learning was identified as a largely positive experience, with an equal 83% of

respondents, indicating that their experience with game-based learning as both a student and as a

teacher were positive. Of important note, when asked the question “As an instructional designer,

how do you feel about game-based learning,” 67% of respondents selected the response “I think

it depends. It can be effective when used in the right manner for the right audience,” whereas

33% of respondents indicated that they found it “more effective than other instructional

methods” when asked the same question. Interestingly, no respondents felt that game based

learning was “less effective than other instructional methods”. (Appendix A).

Context Analysis

The learners for this module will be fellow MIST students who are adult learners enrolled

in an instructional design course, and therefore will be tailored to their instructional design needs

and interests as related to game-based learning. Though games have long been employed in or

for educational purposes, recent advances in technology have given game-based learning a new

boon that instructional designers ought to be knowledgeable about. This module will serve to

provide an introduction to these trends, and engage learners in the pros and cons of game-based

learning, while providing tools and opportunities for engagement and feedback that will allow

learners to further explore this topic as they progress in the MIST program and beyond.

Because students currently enrolled in this section of IST 522 are remote and are

expected to have access to computers and an internet connection, this lesson will take place

online and will be built using the learning management system Moodle.  Within the LMS shell

there will be an introductory statement introducing learners to the course, followed by a series of

linked and/or embedded content in PDF and Microsoft Word format and or to a Moodle

shell/Plugin that learners will be asked to progress through during the 20-30-minute course
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duration. Because the presentation will be synchronously held to ensure opportunity for open

discussion, students must block time in their schedule, and ensure that they have access to a PDF

reader and Microsoft Word software prior to the start of the presentation.

Content Analysis

Content for this learning module has been selected based on the needs assessment and

learner analysis of our target audience, and follows a user-centered design approach. Upon

completion of this learning module, learners will be able to identify the pros, cons as well as

current trends in game-based learning, from the instructional design perspective, and draw on

their own experiences in order to be able to better identify opportunities and risks in the

application of game-based learning as they move forward in the MIST program and beyond. The

framework for which the presentation and content have been designed is largely based on the

principles of adult learning and user-centered design, in an effort to “train the trainer” (Piskurich,

2015, p. 160; Stolovitch & Keeps, 2011).

The tools and resources we will present in this module will include 1) A blank action plan

for student-use throughout the presentation and beyond in their academic and professional

careers; 2) An introductory quiz and a self-assessment questionnaire that will be utilized to gauge

learners’ prior knowledge and experience of game-based learning; 3) A link to an annotated

bibliography that will provide an overview and resources for further learning about the pros and

cons of game-based learning and current trends; 4) An embedded link to a zoom meeting that

will be held synchronously to facilitate a short class discussion of the topics covered; and 5) A

short review quiz.

Design

Objectives
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After attending Team 5’s presentation on game-based learning, MIST522 students will be able to

complete the following objectives:

 Terminal Objective: Define game-based learning, identify the pros and cons of game-

based learning from the instructional design perspective, and identify actions that they

can take to apply what they have learned in their professional careers.

 Enabling Objective 1: Correctly define what game-based learning is and is not by

correctly answering a short, 3 question quiz with 100% accuracy.

 Enabling Objective 2: Fill out an action plan for future incorporation of instructionally

sound game-based learning principles into their own classrooms or learning

environments.

 Enabling Objective 3: Identify the pros and cons of game-based learning from an

instructional design perspective.

Agenda

I. Rationale, Objectives & Action Opportunities

a. 1 minute allotted

i. Define the topic of the training session

ii. Provide context for why this information is important

iii. State the terminal objective for the presentation module

iv. Provide an action statement and plan template to engage learners in the

topic of game-based learning by providing opportunity to tailor to their

individual goals as future educators and/or instructional designers

II. Prior Knowledge Quiz

a. 1 minute allotted
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i. A quick three-question quiz to gauge learners’ prior knowledge and ability

to define what game-based learning is and is not

III. Self-Assessment:

a. 5 minutes allotted

i. To draw on the personal experiences, assumptions, and attitudes toward

game-based learning of the cohort, engage learners in a self-assessment

activity where they are asked to think about and check off boxes that

correspond to good and bad instructional design patterns involving game-

based learning

IV. Broad Context of Game-Based Learning in the Field of Instructional Design & Education

a. 8 minutes allotted

i. Allow time for the students to review an annotated bibliography that

outline the pros and cons as well as trends related to game-based learning,

and includes links to educational gaming resources such as Thiagi’s

GamesLetter (Piskurich, 2015, p. 175).

V. Group Discussion

a. 8 minutes allotted

i. Students will meet to discuss the pros and cons of game-based learning,

including personal experience and professional trends

VI. Review Quiz

a. 5 minutes allotted

i. Identify the pros and cons of game-based learning from an instructional

design perspective
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VII. End presentation

a. 2 minutes allotted

i. Overview of key points

ii. Reminder to download the tools (action plan, self-assessment & annotated

bibliography) provided

iii. Thank you

Presentation Plan

1. Rationale, Objectives & Action Opportunities

a. Rationale & Objectives presented on a PowerPoint Slide

b. Action Plan: Downloadable and editable in Microsoft Word.

c. This is specifically designed to “explain why learners should learn this and how it

applies to their work, as well as inform learners of what they will be able to do.

Providing an outlet for students to record their own “plan of action” allows adult

learners the automaticity necessary to “maximize transfer from the learning

context to the real world” and encourage motivation for learners to engage with

the subject on a personal and meaningful level (Stolovitch & Keeps, 2011, p.45,

p.57 & p.65, p.85).

2. Prior Knowledge Quiz:

a. Quiz shell for Moodle.

b. This is specifically designed to allow for learners to draw on prior knowledge

and/or provide for introductory declarative knowledge transfer in order to enable

learners to define what game-based learning is, and is not (Stolovitch & Keeps,

2011, p.37 & p.41).

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3. Self-Assessment:

a. Downloadable and editable as PDF (editable for checkboxes only).

b. This is specifically designed around adult learning principles, acknowledging that

this group of learners has valuable prior experiences that are relevant to the topic

and providing each opportunity to participate and contribute (Stolovitch & Keeps,

2011, p.49-69).

4. Broad Context of Game-Based Learning in the Field of Instructional Design &

Education:

a. Annotated bibliography downloadable as PDF

b. This is specifically designed to provide learners access to relevant professional

discourse, to narrow or lessen any prerequisite knowledge gaps that may exist,

and to serve as a basis for learner discussion (Stolovitch & Keeps, 2011, p. 45).

5. Group Discussion:

a. Zoom plugin for Moodle

b. This is specifically designed to provide learners opportunity to participate and

knowledge-share between their peers. “True learner-centered and performance-

based training, instruction, or education requires dialogue and experience-

engaging conversation and meaningful interaction to transform” (Stolovitch &

Keeps, 2011, p. 15).

6. Review Quiz:

a. Quiz shell for Moodle

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b. This is specifically designed to create “meaningful chunks” to takeaway, aiding in

learning and retention, and ultimately to evaluate learner performance (Stolovitch

& Keeps, 2011, p. 83.)

7. End presentation:

a. A PowerPoint slide with bullets for key takeaways, reminder to download tools

and “Thank you!”

Feedback

1. Rationale, Objectives & Action Opportunities

a. Feedback: None

2. Prior Knowledge Quiz:

a. Feedback: Immediate corrective or confirming feedback shows learners which

questions they got right, and which they did not (with corrected answers

provided) (Stolovitch & Keeps, 2011, p. 83-85).

3. Self-Assessment:

a. Feedback will be provided as a summary at the end of the document, highlighting

good and poorly constructed game-based learning scenarios (Stolovitch & Keeps,

2011, p. 82).

4. Broad Context of Game-Based Learning in the Field of Instructional Design &

Education:

a. Feedback: None

5. Group Discussion:

a. Feedback: Integrated as-needed into the discussion to keep learners on the target

topic.
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6. Review Quiz:

a. Students are asked to correctively identify the pros and cons of game-based

learning from an instructional design perspective by selecting the appropriate

response. A feedback summary outlining the correct answers is provided upon

submission of the quiz.

7. End presentation:

a. Feedback: Presenter contact information is listed in case students require any

additional feedback following the presentation.

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References

Connolly, T.M., Stansfield, M. & Hainey, T. (2011). An alternate reality game for language

learning: ARGuing for multilingual motivation. Computers & Education (57)., 1389-

1415

Stolovitch, H.D., & Keeps, E.J. (2002). Telling Ain’t Training: Updated, Expanded, and

Enhanced (2nd ed). Alexandria, VA: ASTD Press.

Piskurich, G. M. (2015). Rapid instructional design: Learning ID fast and right (3rd ed.).

Hoboken, NJ: John Wiley & Sons, Inc.

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Appendix A

Game-Based Learning Survey Results.

1. As a student, have you ever had an experience with Game Based Learning (GBL), such as

simulations, board or digital games, etc., in an instructional environment?

2. If you did have an experience with Game Based Learning as a student, what was your

reaction?

3. If you are a teacher, have you used Game Based Learning in your classrooms?
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4. Teachers: Briefly explain your experience, whether positive or negative.

5. As an Instructional Designer, how do you feel about Game Based Learning?

6.As an Instructional Designer, what would you like to learn most about Game Based Learning?

(check your top two choices)

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