Game based learning as a learning method in developing students' learning interest
Main Article Content
Keywords
Educational, Effectiveness, Games
Abstract
Game Based Learning (GBL) provides an interactive and fun learning experience, increasing students' cognitive and emotional engagement through the use of educational games equipped with technology such as simulations, strategic challenges, VR, and AR. This technology not only increases motivation but also develops students' critical thinking skills. However, there are major challenges in implementing GBL, namely maintaining a balance between entertainment elements and learning objectives, and overcoming limited access to technology that causes inequalities in students' learning experiences.
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De Troyer, O., Van Broeckhoven, F., & Vlieghe, J. (2017). Linking serious game narratives with pedagogical theories and pedagogical design strategies. Journal of Computing in Higher Education, 29(3), 549–573. https://doi.org/10.1007/s12528-017-9142-4
Al-Adwan, A. S., Li, N., Al-Adwan, A., Abbasi, G. A., Albelbisi, N. A., & Habibi, A. (2023). Extending the Technology Acceptance Model (TAM) to predict university students’ intentions to use metaverse-based learning platforms. Education and Information Technologies, 28, 15381–15413. https://doi.org/10.1007/s10639-023-11816-3
Alaswad, Z., & Nadolny, L. (2015). Designing for game-based learning: The effective integration of technology to support learning. Journal of Educational Technology Systems, 43(4), 389–402. https://doi.org/10.1177/0047239515588164.
Aziz, A. A., Adam, I. N. H., Jasmis, J., Elias, S. J., & Rahman, N. A. A. (2021). N-Gain and system usability scale analysis on game-based learning for adult learners. In 2021 6th IEEE International Conference on Engineering, Technologies and Applied Sciences (ICETAS) (pp. 1–6). IEEE. https://doi.org/10.1109/ICETAS53757.2021.9704013.
Barna, B., & Fodor, S. (2018). An empirical study on the use of gamification on IT courses at higher education. In M. E. Auer, D. Guralnick, & I. Simonics (Eds.), Teaching and Learning in a Digital World (pp. 684–692). Springer. https://doi.org/10.1007/978-3-319-73210-7_80
Brandl, L. C., Kordts, B., & Schrader, A. (2023). Technological challenges of ambient serious games in higher education. arXiv preprint arXiv:2311.16888. https://arxiv.org/abs/2311.16888
Chou, Y. S., Hou, H. T., & Chang, K. E. (2024). Analysis of learning effectiveness and behavioral patterns of cognitive scaffolding and collaborative problem-solving processes in a historical educational game. Education and Information Technologies. https://doi.org/10.1007/s10639-023-12387-z
Herro, D., & Clark, R. (2016). An academic home for play: Games as unifying influences in higher education. On the Horizon, 24(1), 41–51. https://doi.org/10.1108/OTH-08-2015-0060
Karabulut-Ilgu, A., Cherrez, N. J., & Jahren, C. T. (2018). A systematic review of research on the flipped learning method in engineering education. British Journal of Educational Technology, 49(3), 398–411. https://doi.org/10.1111/bjet.12548
Karagiorgas, D. N., & Niemann, S. (2017). Gamification and game-based learning. Journal of Educational Technology Systems, 45(4), 499–519. https://doi.org/10.1177/0047239516665105
Karakoç, B., Eryılmaz, K., Turan Özpolat, E., & Yıldırım, İ. (2020). The effect of game-based learning on student achievement: A meta-analysis study. Technology, Knowledge and Learning, 27(1), 207–222. https://doi.org/10.1007/s10758-020-09471-5
Lin, S.-Y., & Scherz, S. D. (2014). Challenges facing Asian international graduate students in the US: Pedagogical considerations in higher education. Journal of International Students, 4(1), 16–33. https://doi.org/10.32674/jis.v4i1.494
Lin, Y.-C., & Hou, H.-T. (2023). Multi-dimensional evaluation of an educational board game using real-time diagnostic procedure scaffolding: Analysis of learners’ learning effectiveness, flow, anxiety, and emotion. Educational Psychology. https://doi.org/10.1080/01443410.2023.2259139
Nørgård, R. T., Toft-Nielsen, C., & Whitton, N. (2017). Playful learning in higher education: Developing a signature pedagogy. International Journal of Play, 6(3), 272–282. https://doi.org/10.1080/21594937.2017.1382997
Okoye, K., Hussein, H., Arrona-Palacios, A., & Camacho-Zuñiga, C. (2022). Impact of digital technologies upon teaching and learning in higher education in Latin America: An outlook on the reach, barriers, and bottlenecks. Education and Information Technologies, 27, 1–20. https://doi.org/10.1007/s10639-022-11214-1
Rahayu, I., Listyawan, G. F., Setyono, P., & Cahyawati, N. E. (2022). The influence of game-based learning on business literacy. Journal of Contemporary Accounting, 4(3), 159–168. https://doi.org/10.20885/jca.vol4.iss3.art3
Setiawan, H., & Phillipson, S. (2019). The effectiveness of game-based science learning (GBSL) to improve students’ academic achievement: A meta-analysis of current research from 2010 to 2017. REiD (Research and Evaluation in Education), 5(2), 139–153. https://doi.org/10.21831/reid.v5i2.28073
Siemon, D., & Eckardt, L. (2017). Gamification of teaching in higher education. In M. E. Auer & R. T. Harward (Eds.), Gamification: Using Game Elements in Serious Contexts (pp. 153–164). Springer. https://doi.org/10.1007/978-3-319-45557-0_11
De Troyer, O., Van Broeckhoven, F., & Vlieghe, J. (2017). Linking serious game narratives with pedagogical theories and pedagogical design strategies. Journal of Computing in Higher Education, 29(3), 549–573. https://doi.org/10.1007/s12528-017-9142-4
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Published
Jun 1, 2025
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Reihan, R. M. A., & Juhana, A. (2025). Game based learning as a learning method in developing students’ learning interest. Game Based Learning, 1(1), 23–27. Retrieved from https://gamebasedjournal.id/index.php/gbj/article/view/2
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