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ERIC Number: ED562250
Record Type: Non-Journal
Publication Date: 2013-Oct
Pages: 4
Abstractor: As Provided
Reference Count: 15
Authentic Learning through GBL: Using Inquiry and PBL Strategies to Accomplish Specific Learning Outcomes through Smart Games in Formal and Informal Settings
Hoge, Brad
International Association for Development of the Information Society, Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (Fort Worth, TX, Oct 22-24, 2013)
Game-Based Learning (GBL) is a promising and engaging tool for STEM (Science, Technology, Engineering, and Mathematics) learning. How GBL promotes content learning and mastery is unknown, however. For GBL to be more than an engaging tool for delivery of basic knowledge, it must be designed to achieve the goals of Project-Based Learning (PBL). PBL achieves content mastery by using principles of inquiry to promote authentic learning. The challenge is to keep GBL engaging while incorporating inquiry strategies into gameplay. This can be achieved through immersive micromanagement and virtual world games that incorporate content mastery objectives into player strategies for advancement in the game's plot. Complexity introduced through evolving game scenarios can push players towards decisions guided by content lessons. Different applications of GBL in classroom and informal science settings present unique challenges and opportunities. Team play and competition can enhance PBL elements and increase cognitive outcomes in the classroom, while flexibility and portability across multiple formats and delivery mechanisms is crucial to success in informal science education (ISE). This paper provides guidelines for the development of GBL for both formal classroom settings and ISE. [For the full proceedings, see ED562107.]
International Association for the Development of the Information Society. e-mail:; Web site:
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A