Game-Based Learning and 21st Century ETEC 565 ARTICLE REVIEW

E R I N H O WA R D , U B C M E T
Skills: A Review of Recent Research
 oLiterature review of relevant research articles, limited to
quantitative studies only
Background oExamines recent research on the topic of game-based
learning and 21st century skills learning outcomes
Summary of oFocuses on 29 studies that are relevant to the topic of
game-based learning and 21C skill development
Article oLooks at game types, game design elements, and
applicable learning theories
oResults and indicators were about impact on 21C skills
oFindings suggest that game-based learning approach might
be effective in 21C skill development
oPaper had some great insights for teachers and designers
oCurrent research on game based learning is fractured and
lacks cohesion, making it difficult to draw conclusions
about games in the classroom
 “Skills relevant to the 21 Century are dramatically different
21 C Skills from skills the educational system currently values” (p. 51)

Critical Thinking
• Scientific reasoning, systems thinking, computational thinking, decision making, problem solving

Collaboration
• Teamwork, flexibility, achieving goals, share responsibility

Communication
• articulate thoughts and ideas, consider forms, purpose, and environments , using media and tech

Creativity
• Divergent thinking, innovative and original thinking, inventiveness, failing forward
 “Designing games for specific educational purposes presents an interdisciplinary
challenge as it requires a deep understanding of game design learning theory,

Games and Learning

knowledge of the topic, and a foundation in learning theories” (p. 51)

EDUCATIONAL GAMES ENTERTAINMENT GAMES

oOften fails to engage players oPromotes meaningful learning

oBased on simple designs, low level literacy
oBuilt on drill and practice
oLeans towards more behaviourist learning
theories
oMay be a disjointed experience (not situated)
or alienate the player if too academic
oEncourages adaptive challenge, curiosity, self
expression, competition, and a fail-forward
attitude
oAligns well with learning theories like social
constructivism and flow theory
oProvides a situated learning experience
Of the 29 papers in this literature review…
The top 10 mentioned game elements were:
1. Collaboration
85% 90% 2. Role Playing

76% included significant

findings
examined multiple
game elements
3. Exploration
4. Narrative
referenced a learning
theory in the game
5. Complexity
design. 6. Competition

27% 35%
Constructivism,
constructionism, 7. Strategy
activity theory, 8. Challenge
experiential learning
and flow were the top focused on Higher had medium-large 9. Clear Goals
5 most mentioned Education effect sizes
10. Communication
 Learners who created games were significantly more interested and
exhibited greater 21C strategy formation than those who just played the

Key game

Takeaways Studies found that game play significantly increased learners’ critical
thinking and achievement, and that they were able to retain these skills a
month later

Entertainment games were confirmed to be more exciting and engaging,

and have potential for more meaningful learning, but their actual
capability as a learning tool needs more research

Educational games should use the same gaming elements as

entertainment games if they want to engage learners and promote 21C
skill development (rewards, immediate feedback, challenge, role play, etc.)

Game designs that consider these elements (from entertainment games)

and learning theories are most likely to lead to effective learning
Referenced Article
Qian, M., & Clark, K. R. (2016). Game-based Learning and 21st century skills: A review of recent
research. Computers in Human Behavior, 63, 50-58.
Retrieved from: https://www.sciencedirect.com/science/article/pii/S0747563216303491