Digital game-based learning
Digital game-based learning, abbreviated as DGBL, is, in abstract terms , the fusion ( synthesis ) of knowledge transfer and games (as a form of "active entertainment", English gameplay) of computer and video games. Specifically, DGBL tries to use the learning and motivational potential of digital games to learn "real" knowledge, which can also be used beyond the game, for example by imparting school knowledge, e.g. B. a game which teaches you new vocabulary in a foreign language, but in which the player is not focused on learning vocabulary but on the game (the fun of playing).
The use of DGBL is intended to create opportunities that conventional learning methods do not offer. For example, the pressure to perform in digital games should have positive and therefore learning-promoting effects, in contrast to the negative perception / inhibitory pressure to perform in conventional learning methods. Ideally, the fun of learning games from the DGBL should be as high as the fun of regular computer games that do not achieve any significant learning effects that are also used beyond the game. In this case, the player would still play the game, even if the motivation for learning the vocabulary is irrelevant.
The term DGBL was particularly coined by Marc Prensky in his book of the same name (2001).
Classification of the term
DGBL can be counted as part of edutainment and e-learning . Edutainment combines education (Education) and Entertainment (Entertainment) . In addition to digital learning games from the DGBL, these also include non-digital learning games , learning videos, etc. In contrast to the DGBL, e-learning also uses digital media without a game component.
Types of educational games
Depending on the target group, digital learning games differ in the type and orientation of their elements. With computer-based training (CBT), web-based training (WBT) and virtual learning worlds, the focus is on the learning content, which is why these forms are to be classified between e-learning and DGBL. "Ordinary" learning games like Addy or Master Cody - Talasia , which were specifically developed taking pedagogical aspects into account, as well as commercial video games like SimCity , in the development of which learning effects played no role, are the typical representatives of learning games as defined by the DGBL.
Design criteria for DGBL
Digital educational games are based on the following characteristics for games in the general sense:
- A game idea that sets the framework and provides motivation with tension-inducing elements
- Rules of the game that control the course of the game
- An action situation that requires a high degree of active participation
- The absence of expectations of the usefulness and outcomes of the game - playing as an end in itself
In addition to these features, didactic principles are added to digital learning games, which pursue the aim of imparting knowledge to the player. The relationship between game elements and learning content determines the effectiveness and entertainment value of learning games. A balance has to be found here: The game should be entertaining in order to bind the player to the game and thus to the learning process for as long as possible - but the transfer of knowledge should also be guaranteed constantly and to a sufficient extent. The didactic aspects include:
- Target group adaptation and identification of learning needs
- Analysis of the target group's existing motivation to learn
- Didactic design of an educational game environment
The most important of all didactic elements is motivation. Those who have fun learning learn longer. Self-motivated learning is the key to successful learning. The following elements are used to motivate:
- Visibility of the consequences of one's own actions
- Curiosity - trying different approaches
- Alternation between tension (challenge) and relaxation (reward)
- Graphical representation of situations
Development effort
The effort involved in developing educational games can vary greatly. While there are ready-made editors for simple game forms such as quizzes, the developer has to use a repertoire of development tools and programming languages for sophisticated virtual worlds, for example . In doing so, he must incorporate the above-mentioned didactic aspects. The involvement of experts from different areas such as B. educators, game developers, programming is advisable and often even unavoidable.
Outlooks and perspectives
Critics often criticize conventional teaching methods for the receptive, passive role of the learner (if one disregards the more modern teaching methods such as project work etc.) through which "sluggish knowledge" arises - knowledge that is theoretically available but is not activated in a specific application can. With DGBL, the learner can take on an active role and immediately implement what he has learned in a virtual environment and experience the consequences of his or her actions. DGBL means learning
- active
- Constructive
- Self-directed
- Social (through cooperative game scenarios)
- Emotional (by being involved in the plot)
- Located (by specific context)
The expectations of DGBL range from the addition of conventional teaching methods (e.g. by increasing motivation) to the development of a completely new learning method. Increased learning efficiency is the result of the combination of conventional methods such as readings and written documents with DGBL.
Individual evidence
- ↑ http://www.marcprensky.com/
- ↑ a b Dr. Christoph Meier and Dr. Sabine Seufert: Game-based learning: experiences with and perspectives for digital learning games in company training. (No longer available online.) In: A. Hohenstein & K. Wilbers (2005): "Handbuch E-Learning", Cologne: Fachverlag Deutscher Wirtschaftsdienst, archived from the original on 23 August 2014 ; Retrieved November 25, 2014 . Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice.
