Game-based pedagogies use games for achieving learning outcomes by guiding the learners through specific tasks, which can be digital and/or non-digital and can promote deep meaningful learning. Therefore, the design of game-based learning helps learners to engage in the meaning-making process and ensure better participation. As the boundaries of classroom learning become blurred through blended or hybrid learning approaches, game-based learning enhances digital literacies for digital natives to prepare them for building a knowledge economy. By exploring existing literature, this chapter highlights how technology can support teachers and learners to go beyond their existing pedagogical boundaries by focusing on ways games may serve as digital sources of learning. It also explores the role game-based pedagogies and digital learning design frameworks play in enhancing learner engagement, collaboration, and cultural understanding.
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In game-based teaching and learning, purposefully designed and developed games are used to support the process of education where games become a powerful tool to assist teachers for enhancing the motivation of students to achieve expected learning outcomes (Thompson & von Gillern, 2020). Conversely, gamification is adapted in teaching and learning for using game design elements in non-gaming contexts as an innovative approach to motivate and engage learners so that they could have enjoyable and sustainable learning experiences (Bozkurt & Durak, 2018). However, game as a support tool is used in pedagogical approaches to develop the activities. Accordingly, digital games as a medium can certainly facilitate constructive learning in a variety of contexts (Clark et al., 2016; Wouters et al., 2013). There is a plethora of literature on using games for educational purposes (Sendra & Lozano-Monterrubio, 2021). Game-based teaching and learning approaches have been utilized in diverse fields of learning such as language (Li et al., 2021), information technology (Oliveira et al., 2013), physics and astronomy (Cardinot & Fairfield, 2019), chemistry (Chen et al., 2020), civil engineering (Taillandier & Micolier, 2021), natural risk management (Taillandier & Adam, 2018), fire safety (Rüppel & Schatz, 2011), research skills (Abbott, 2019) and cultural heritage (Malegiannaki, 2021).
When it is not forced upon them, children, like all people, like learning. Children's growth is inextricably linked to games, and they are constantly surrounded by toys (Chen, 2017). In the 21st century’s changing landscape of education, teaching and learning approaches are shifting throughout the globe by embracing digital transition and transformation. Many higher education institutions have already adapted game-based pedagogies to teach 21st century's learners who are considered to be ‘digital natives’. Computer games are becoming the most popular computer activity and give a new method of engagement by meeting the genuine requirements and interests of children. However, modern computer and video games present many learning opportunities for individuals (Prensky, 2003). Some of the benefits of games include their attractiveness, novelty, ability to create a better virtual learning environment, and ability to keep the learner focused on the task (Heinich et al., 2002), all of which point to games as excellent educational aids (Cheng & Su, 2012). According to Gee (2003), the real value of successful computer and video games is that they allow people to recreate themselves in new environments while also providing profound learning. Games have been identified as a useful strategy for encouraging students to actively participate in learning activities (Yien et al. 2011; Alessi & Trollip, 1984; Baid & Lambert, 2010; Kirikkaya et al., 2010; Huizenga et al., 2009).