Revisiting Digital Game-Based Learning in the Workplace

Colin Talbot

LTEC 6310 Digital Game-Based Learning

Dr. Michael Spector

November 2, 2023
 Introduction to Digital Game-Based Learning in the Workplace

Workplace learning is an essential need for new and existing workers as

organizations look to ensure their workforce is prepared to provide goods and services

the market expects. However, globalization and the rapidly changing technology

landscape mean many organizations must prioritize learning and development efforts

and ensure they are effective and efficient (Shih-Yi & Ching-Han, 2012). These growing

needs leave many organizations relying on traditional methods of structured instructor-

led and self-led learning experiences but provide an opportunity for digital game-based

learning experiences. This literature review will explore the areas of motivation and

engagement, feedback, and authentic experience as potential benefits that Digital

Game-Based Learning (DGBL) brings to workforce learning and development, as well

as address some of the current barriers to implementation.

Benefits of Digital Game-Based Learning

The first benefit examined is the ability of DGBL to increase motivation and

engagement among learners, which tends to be one of the more publicized benefits of

DGBL at all levels of implementation. With the growing learning demands of

organizations, DGBL presents the opportunity to provide engaging resources available

when the learner needs them. Arnab et al.’s 2021 study found that micro-learning DGBL

resources provide easily accessible, fun, and engaging learning content for a

multinational organization that was available independent of instructor availability. The

participants preferred simple interactive experiences over in-depth narrative scenario

games. Another study found that leveraging DGBL as part of a retail training experience

led to increased learner access to the learning environment, exploration of additional

learning resources, and increased achievement in assessment activities (Kapp et al.,

2020). The increased engagement and motivation of learners with DGBL also present

the potential to accelerate the learner’s path to proficiency, and with the development of

new frameworks, organizations can measure the potential of acceleration that DGBL

offers (Petersen et al., 2019). These studies provide some beneficial insight into how

organizations can leverage DGBL to promote engagement with formal and informal

content. Leveraging DGBL as a standalone or supporting resource for more structured

programs creates a catalyst for learners to engage more with learning resources while

possibly accelerating their path toward proficiency. As organizations face increased

constraints on their learning resources, incorporating DGBL can establish a foundation

to motivate and engage their workforce to learn independently without formal support.

However, feedback is essential for DGBL to be effective as an independent process to

ensure learners build the desired skills.

Feedback allows learners to confirm their understanding of content or revisit

topics to clear up misconceptions. Traditional learning and development methods rely

heavily on instructors and facilitators to provide feedback generally after assessment

opportunities or questions and answer sessions. DGBL presents the opportunity to

provide automated feedback that is adaptive to the learner’s needs throughout the

learning process. A study examining the use of DGBL for healthcare providers found

that adaptive feedback allowed learners to adjust their learning approach to improve

their overall learning gains on an individual level throughout their experience (Tuti et al.,

2020). The research team also indicated the potential of adaptive feedback to inform the

schedule or pace of learning as a promising area for future research. The feedback
possibilities with DGBL will only improve with the growing technological capabilities of

learning platforms. The future ability of DGBL to leverage sensors to capture data on

engagement and understanding allows for the introduction of adaptive scaffolding to

ensure learners are prepared for summative assessments (Emerson et al., 2020).

Ensuring learners are prepared for assessments also provides further support

structures for motivation as the learner is more likely to continue the learning, building

upon their success. While current capabilities of learning management systems and

platforms allow for an element of automated feedback, the learner is often on their own

to go back and find the relevant resources to reinforce their understanding. The ability of

adaptive feedback in DGBL builds upon the feedback the learner receives through

interactive and engaging experiences that directly address their needs. This seamless

process's potential increases organizations' learning and development capabilities by

eliminating barriers to finding relevant information and receiving feedback efficiently.

Improved engagement, motivation, and feedback provided by DGBL are further

enhanced by the ability of games to create immersive, authentic learning experiences.

Certain experiences or scenarios learners need to prepare for are impossible

through traditional learning and development methods. DGBL provides the capability for

learning experiences to be immersive and to provide experiences that are often

inaccessible due to resource constraints or the ability to recreate safely and effectively.

DGBL provides opportunities for learners to train on tools, programs, and other

resources in an authentic environment at a distance when original resources may not be

available (Müller et al., 2016). This ability is especially significant for organizations

developing a workforce in emerging or remote countries. The capacity for DGBL to

provide authentic experiences expands learning capabilities by motivating learners to

achieve and explore innovative approaches to testing new ideas in a minimal-impact

environment (Ahmed & Sutton, 2017). This does present the requirement that the DGBL

experience needs to mirror the actual environment as closely as possible but allows for

experimentation without potential negative impacts on the organization. Finally, DGBL

allows for creating hazardous scenarios that organizations cannot expose their learners

to without extreme liability. Creating simulated hazards in DGBL environments allows

learners to experience the hazard safely and prepare to address hazards more

effectively than through traditional training methods (Safiena & Goh, 2022). Creating

immersive and authentic DGBL learning environments allows organizations to better

prepare their workforce by becoming more independent of resource constraints as well

as address areas that were not previously possible. Additionally, DGBL presents

opportunities to bring their training to potential workers, freeing themselves from existing

constraints while opening the possibility for more qualified workers. The ability of DGBL

to increase engagement and motivation, provide improved feedback, and create

authentic, immersive experiences for learners, there are many barriers that create the

sparing use of DGCL in learning and development efforts.

Barriers to Digital Game-Based Learning

The benefits of DGBL create a perspective that implementation should be a best

practice instead of a novel approach used by organizations. Growing technological

capabilities and increased learning needs make it harder for organizations to ignore

DGBL, but many barriers hinder widespread adoption. The most significant barriers are

the time to develop, lack of proven learning benefits, and learning environment
constraints that have led to traditional learning institutions relying on more traditional

learning and development methods (Lester et al., 2023). These concerns are mirrored

by organizations, especially in the development area, as traditional resources can be

developed much more quickly. Implementation is further hindered by the lack of

assessment ability to determine overall effectiveness and a need for more research on

DGBL’s use in the workplace (Boudreaux, 2018). The perception of learning as a

serious endeavor further hinders DGBL implementation as games are generally

perceived as a fun activity, and there is limited research on the effects of play at work

(Petelczyc et al., 2018). As many organizations are data and results-driven, the

willingness to engage in DGBL, which is a departure from traditional learning methods,

still leaves too many questions and unknowns for many organizations to support

widespread implementation.

Conclusion

Learning in the workplace will continue to grow in necessity for organizations as

the effects of globalization and emerging technologies continue to make their presence

felt. Continued research on DGBL in the workplace is needed to encourage more

organizations to implement DGBL and address the current barriers. Emerging

technology, while creating a need for learning, will also support the further

implementation of DGBL. It will help reduce development time, capture better data

points, and allow for adaptation to various learning settings. The benefits DGBL offers

organizations to create learning experiences that are more engaging and motivating,

produce adaptive feedback to address individual learner needs, and provide immersive

and authentic learning experiences will only become more challenging to ignore as
learning needs grow. Taking the first steps of experimentation and research on how to

incorporate DGBL into existing learning programs will allow organizations to develop

best practices and further assess the effectiveness of DGBL.

 References

Ahmed, A., & Sutton, M. J. D. (2017). Gamification, serious games, simulations, and immersive

learning environments in knowledge management initiatives. World Journal of Science,

Technology and Sustainable Development, 14(2), 78–83. https://doi-

org.libproxy.library.unt.edu/10.1108/WJSTSD-02-2017-0005

Arnab, S., Walaszczyk, L., Lewis, M., & Kernaghan-Andrews, S. (2021). Designing mini-games as

micro-learning resources for professional development in multi-cultural organisations.

Electronic Journal of E-Learning, 19(2), 44-58. https://doi.org/10.34190/ejel.19.2.2141

Boudreaux, K. (2018). Serious games for training and faculty development: A review of the

current literature. The Journal of Educators Online,

15(2)https://doi.org/10.9743/jeo.2018.15.2.5

Emerson, A., Cloude, E. B., Azevedo, R., & Lester, J. (2020). Multimodal learning analytics for

game‐based learning. British Journal of Educational Technology, 51(5), 1505-1526.

https://doi.org/10.1111/bjet.12992

Kapp, K. M., Valtchanov, D., & Pastore, R. (2020). Enhancing motivation in workplace training

with casual games: A twelve month field study of retail employees. Educational

Technology Research and Development, 68(5), 2263-2284.

https://doi.org/10.1007/s11423-020-09769-2

Lester, D., Skulmoski, G. J., Fisher, D. P., Mehrotra, V., Lim, I., Lang, A., & Keogh, J. W. L. (2023).

Drivers and barriers to the utilisation of gamification and game‐based learning in

universities: A systematic review of educators' perspectives. British Journal of

Educational Technology, 54(6), 1748-1770. https://doi.org/10.1111/bjet.13311

Müller, B. C., Reise, C., Duc, B. M., & Seliger, G. (2016). Simulation-games for learning conducive

workplaces: A case study for manual assembly. Procedia CIRP, 40, 353-358.

https://doi.org/10.1016/j.procir.2016.01.063

Petersen, S. A., Oliveira, M., Hestetun, K., & Sørensen, A. Ø. (2019). ALF - a framework for

evaluating accelerated learning in industry. International Journal of Serious Games, 6(3),

81–99. https://doi.org/10.17083/ijsg.v6i3.314

Petelczyc, C. A., Capezio, A., Wang, L., Restubog, S. L. D., & Aquino, K. (2018). Play at Work: An

Integrative Review and Agenda for Future Research. Journal of Management, 44(1), 161-

190. https://doi-org.libproxy.library.unt.edu/10.1177/0149206317731519

Safiena, S., & Goh, Y. M. (2022). A hazard identification digital simulation game developed based

on the extended authentic learning framework. Journal of Engineering Education

(Washington, D.C.), 111(3), 642-664. https://doi.org/10.1002/jee.20459

Shih-Yi, C., & Ching-Han, T. (2012). Dynamic capability, knowledge, learning, and firm

performance. Journal of Organizational Change Management, 25(3), 434-444.

https://doi-org.libproxy.library.unt.edu/10.1108/09534811211228148

Tuti, T., Winters, N., Edgcombe, H., Muinga, N., Wanyama, C., English, M., & Paton, C. (2020).

Evaluation of adaptive feedback in a smartphone-based game on health care providers'

learning gain: Randomized controlled trial. Journal of Medical Internet Research, 22(7),

e17100-e17100. https://doi.org/10.2196/17100