Amalgamation of Game-Based Learning With Interactive Instructional Strategies for Active Learner Engagement

Introduction

Every person enjoys playing games of some kind because they want to have fun, and games have the characteristics to provide that enjoyment. It's a never-ending phenomenon, and people will continue to play computer games for years to come (Sailer, Hense, Mayr, & Mandl, 2017). This is due to the fact that games keep people engaged in achieving some goal, keeps them focused on a specific goal, and when that goal is achieved, the game player feels a sense of accomplishment (Dias, 2017). People who play games experience a significant increase in efficiency and morale, and they simply feel inspired and happy. (Gee, 2007; Ryan, Rigby, & Przybylski, 2006) after playing games. Individuals' positive characteristics can be effectively used in the teaching learning process through game-based learning or gamification. Since 2011, this term has caught the interest of the academic community (Deterding, Dixon, Khaled, & Nacke, 2011). Several definitions of game-based learning have been proposed in the literature, with researchers proposing definitions of game-based learning in various contexts. (Pho & Dinscore, 2015; Al Fatta, Maksom, & Zakaria, 2019) defined it as an instruction-based system that relies on quantifiable procedures and outcomes. (Brown et al., 2018; Lengyel, 2020; Talib et al., 2019) proposed the concept of connecting games with technology and software and then using it for education, which they termed as “digital game based learning.” To put it simply, game-based learning is a creative instructional style or pedagogy used by educators in which highly engaging games are designed for learners using digital technology and software. This statement encapsulates the entire goal of incorporating games into education. According to a report by (Forbes, 2019), games are very popular among young learners, and they spend an average of seven hours per week playing them. Some of the reasons for this are the affordability of smart devices, low-cost internet plans, and the highly captivating nature of games and entertainment as a sole purpose. There's nothing wrong with playing games, but it's common knowledge that gaining access to anything can be dangerous. The same is true here, where students who spend more time playing video games may find it difficult to concentrate on their studies. Learners can often be seen engrossed in their gadgets for hours, even while in classrooms, because the minds will always seek some sort of excitement and challenge. Classrooms were thought to be the ideal place for teacher-learner interaction where both can share ideas (Wade, 1994), but with access to all of these devices, the learners are distracted, have such a feeling of boredom during lectures since they believe that all resources pertaining to the course are easily available on the internet, and they consider themselves to be digital learners who have access to just about everything (Wade, 1994). (Andone, Dron, Boyne, and Pemberton, 2005) asserted that digital learners can be trained in their own way, i.e. through technology. As a result, in order to maximise learner participation and keep them from becoming passive, teachers have turned to innovative instructional strategies for active learner engagement. It encompasses a variety of techniques and pedagogies, some of which utilise technology and others that do not; however, each of these is student-centric and, when used effectively, can be beneficial in generating student interest in a particular course under consideration. (Dhamija, 2020) proposed thirteen such strategies, only a few of which used technology and the rest did not. Gamification, also known as game-based learning, is a technology-based innovative instructional strategy that can be used for active learner engagement in both a classroom setting and a diverse online environment.