GBL can vary in contextualization as well as reward levels. As such, the efficacy of each GBL can vary. This study compares the learning delta (difference between pre-test and post-test) of online courses that leverage GBL of high and low contextualization. Hypotheses: GBL of high context yields greater learning deltas.
This study analyzes data from over 300 learners who engage in Game Based Learning. Learners consumed content in a GBL context with either high context or low context. In this study, high context GBL is defined as a branching, multi-choice pathing simulation (modeled after “Choose Your Own Adventure” books) of a variety of different topics in the business discipline such as human resources, business concepts, and communication methods. High context GBL attempts to immerse the user in content that resembles real world situations that the user can relate to and understand. Low context GBL is simply rewards players with game mechanics that may not be related to the content to be learned.
High Context Games
Game Based Learning that leverages high context are games that are more immersive because of content that is more engaging to the learner. This can be due to the relatability to the learner, the relatability of the game to real world situations, or the high-level conceptualization of game concepts.
Low Context Games
Low context GBL are experiences that may have elements of gamification, but lack the subject context of the afore mentioned examples (i.e. trivia, jeopardy, etc.). These games are often played in all kinds of classrooms, but they rarely resemble actual “play”.
Learning Delta
The learning delta is the difference between the score of the pre assessment and the post assessment. Essentially, a greater learning delta represents a learner who engages the learning experience with little, or no experience with the topic, consumes content, and then scores highly on the assessment. On a continuum, this learner has learned more than the learner who already came to the learning experience with an operational or complete understanding of the topic.
Gamification vs. Game Based Learning
Gamification refers to elements that compose games, but may not be gameplay itself. For example, scoring, achievements, stars, game times, and turn-taking are all gamification elements. Game Based Learning is often a combination of many of those elements into gameplay. In essence, the learning comes from the experience playing the game (game-based learning) rather than just experiencing one game element (like a score).
The Process
Over 300 learners engaged online courses that leveraged game-based learning. These GBL experiences fell into two categories: High context choose your own adventure branching games or low context trivia/quiz show type of games. The courses were split out by game type and then the user data was analyzed. Overall, the learner data (in the form of a learning delta) showed greater amounts of learning took place in the online courses that leveraged high context games. Low context games also unequivocally showed learners learned, but to a lesser degree.
Questions for Future Consideration
The learning deltas for high context game based learning clearly shows a positive correlation between the game complexity, its engagement, and the amount of learning that takes place. Questions remain around what gamification concepts impact learning and to what degree. Future studies should be aimed toward these gamification concepts in order to identify what, specifically, influences motivation, content consumption, and overall learning.