Foundations of Game-Based Learning

Abstract

In this article we argue that to study or apply games as learning environments, multiple perspectives have to be taken into account. We first define game-based learning and gamification, and then discuss theoretical models that describe learning with games, arguing that playfulness is orthogonal to learning theory. We then review design elements of games that facilitate learning by fostering learners' cognitive, behavioral, affective, and sociocultural engagement with the subject matter. Finally, we discuss the basis of these design elements in cognitive, motivational, affective, and sociocultural foundations by reviewing key theories from education and psychology that are the most pertinent to game-based learning and by describing empirical research on learning with games that has been or should be conducted. We conclude that a combination of cognitive, motivational, affective, and sociocultural perspectives is necessary for both game design and game research to fully capture what games have to offer for learning.

Funding

This research was in part supported by grants from Microsoft Research (Grant No. G4LI), from the National Science Foundation (NSF; Grant No. 1123832), and from the Institute of Education Sciences (IES; Grant No. R305A150417). Any opinions expressed within the article are solely those of the authors and do not necessarily reflect those of Microsoft Research, NSF, or the IES, nor does mention of products imply endorsement.

Notes

¹ See also Stahl, Koschmann, and Suthers (2006) for an overview history of computer-supported collaborative learning and the application of distributed expertise (Brown & Campione, 1994).