Assignment 2: Review Paper 1

Digital Game Based Learning: A New Teaching Style

Amalgamating games together with traditional classroom teaching is commonly seen
today. Society had begun to adopt the usage of digital games stimulate and enhance learning
in schools, in view of successful programmes initiated like Khan Academy (Light and Pierson
2014). This advancement step taken has brought about educational games being implemented
in the education system, with a vast library of titles offered, including introduction to
fundamental mathematics, history, and problem solving concepts (Denham, Mayben and
Boman 2016). There are many benefits to digital game based learning DGBL, which includes
critical thinking skills, sharpening intuition and grasping non-intuitive concepts, the
construction of virtual models to replicate real-life examples, and building up of confidence
and self-competency (Anderson and Barnett 2013; Hung, Huang and Hwang 2014). Although
some may feel that usage of DGBL may reel in more problems than benefits, like students not
understanding the instructions and the game mechanics, and the fact that there is a lack of
concrete evidence on the benefit of these games (Miller and Robertson 2011). Thus, this
paper will look into the findings offered by past research, and then verify the benefits and
problems arising from the integrating of DGBL into teaching.
Games that are well designed can provide an effective platform for learning (NRC
2011; Young et al. 2012). Factors that are often associated with the effectiveness of DGBL is
its entertainment aspect and its ability to engage and motivate students in learning (Anetta,
Minogue, Holmes and Cheng 2009). Over the years, research have shown the positive
impacts of DGBL on learning. As mentioned, DGBL allows the development of other skills
such as problem solving and critical thinking (McFarlane, Sparrowhawk and Heald 2002). In
a study done by Anderson et al. (2013) comparing DGBL with traditional methods, students
who went through DGBL were more descriptive in their explanations of the scientific
concepts and showed a deeper understanding of the subject.

Assignment 2: Review Paper 2

The effectiveness of DGBL varies across the studies done over the years. In a metaanalysis done by Kebritchi, Hirumi and Bai (2010) across 16 studies, only nine of the studies
displayed the effectiveness of educational games. Despite the varying results across the
studies, learners showed a more positive learning attitude towards DGBL as compared to
traditional methods. Similar results was present in a recent study conducted by Hung et al.
(2014) whereby the results failed to show the effectiveness of DGBL over traditional
methods. Despite this, the results showed students that underwent DGBL showed a higher
improvement in their self efficacy in learning the topic. This improvement in self-belief
shows the potential in making progress in learning the topic in the future, suggesting that
DGBL should not be overlooked and further research still needed to be done on it.
All in all, DGBL have shown that it is effective and important in a students learning.
It provides students with an alternative platform for learning with its ability to engage and
motivate students, showing enhancement in classroom teaching overall. Although DGBL
failed to show its effectiveness as compared to traditional methods, the results suggests that it
is worth further researching on implementing DGBL. Future research may look into the long
term effects of using DGBL in areas such as application of content and knowledge retention,
and eventually scrutinizing into the factors that makes an effective game for DGBL.
References
Anderson JL, Barnett M. 2013. Learning physics with digital game simulations in middle
school science. Journal of Science Education and Technology. 22:914-926.
Annetta, LA, Minogue J, Holmes SY, Cheng MT. 2009. Investigating the impact of video
games on high school students engagement and learning about genetics. Computers
and Education, 53(1):7485.

Assignment 2: Review Paper 3

Denham AR, Mayben R, Boman T. 2016. Integrating game-based learning initiative:

Increasing the usage of game-based learning within k-12 classroom through
professional learning groups, Tech Trends 60:70-76.
Hung CM, Huang I, Hwang GJ. 2014. Effects of digital game-based learning on students
self- efficacy, motivation, anxiety, and achievements in learning mathematics. Journal
of Computers in Education. 1:151-166.
Kebritchi M, Hirumi A, Bai H. 2010. The effects of modern mathematics computer games on
mathematics achievement and class motivation. Computers and Education, 55:427
443.
Light D, Pierson E. 2014. Increasing student engagement in math: the use of khan academy in
Chilean classrooms. International Journal of Education and Development using
Information and Communication Technology, 10(2):103-119.
McFarlane A, Sparrowhawk A, Heald Y. 2002. Report on the educational use of games: an
exploration by TEEM of the contribution which games can make to the education
process. Cambridge.
Miller DJ, Robertson DP. 2011. Educational benefits of using game consoles in a primary
classroom: a randomised controlled trial, British Journal of Educational Technology,
42(5):850864.
NRC (National Research Council). 2011. Simulations and games in the classrooms. In:
Honey MA, Hilton M (eds) Learning science through computer games and
simulations.

National Academies Press, Washington, DC

Young M, Slota S, Cutter A, Jalette G, Mullin G, Lai B, Simeoni Z, Tran M, Yukhymenko M.

2012. Our princess is in another castle: a review of trends in serious gaming for
education. Rev Educ Res 82(1):6189.