My Learning Reflection on Game-based Learning - TLT 401

I had never really used any game-based learning as an alternative teaching and learning strategy. I did observe times when my students seemed to feel less enthusiastic of the ongoing topic and found playing games as an entertaining switch. The lack of facility in terms of digital technology such as a laptop or a smartphone was not a hindrance in the application of any game-based learning. My students were always enthusiastic to play word puzzle, hangman, antonyms, word order, word search, matching, snakes and ladders, etc. in a "traditional" learning environment where activities were done using things like stationary, non-electronic devices, printed materials, boards, etc. It was even more exciting when they laughed out loudly or yelled together at every winning time and I could see how challenging and engaging the games were for them. It was effective to get rid of a boredom, a drowsiness and to regain interests, which is an important factor to keep a good flow of the teaching and learning process. Arnab et al. in Bressler and Bodzin (2016) said that "students are disengaged by school; there is a ‘‘recognized need to (re)engage disaffected learners, and game-based learning is seen as a potentially effective response’’. This is exactly what I have seen as well.

Today's advanced technology that has produced various digital games that were once only playable in the presence of living mate players and a literally special place should enhance students' learning enthusiasm and achievement. For instance, people now can play chess with their smartphone, which means they do not have to find someone else to play with them. People can play any challenging games of their interest without having to meet others who share the same interest or to spend some time taking steps or rides to a certain place. That is exactly how it should work for schools too. Students can learn a foreign language through games like word puzzle or word order, hangman and so forth with their smartphone or laptop in an offline or online mode without the presence of a teacher or other students. They can play the games and learn with them at anytime and anywhere, which is a positive and a beneficial achievement in this technology era. It allows students to get access to knowledge not only in a boring or static real classroom situation and in a way that forces them to start and stop at unexpected times. Students now should be able to learn school materials from their comfortable times and places through game-based learning activities.

As a classroom teacher, I have experienced the challenges of getting rid with limited times at school to fulfill my lesson plan for the ongoing meetings with my students. So, whenever I learned that even only a few of my students do have a laptop or Smartphone, I would introduce them with any downloadable educative computer software or mobile applications, which I know that they are good for English language learning such as English Grammar Test or Spelling Bug: Hangman Free and so on, expecting that my students would like to keep learning even without the presence of me or their other classmates. It always feels good to know that they played the game and found it exciting, and to hear that they learned something with it is much more satisfying.

Work cited

Bressler, D. M., & Bodzin, A. M. (2016). Investigating Flow Experience and Scientific Practices During a Mobile Serious Educational Game. Journal of Science Education and Technology, 25(5), 795-805.

#GameBasedLearning #EducationalGames