A Proof-of-Concept Study of Game-Based Learning in Higher Education

Background . Much literature has theorized on the potential educational benefits offered by game-based learning (GBL). However, recent meta-data analyses of studies conducted on the efficacy of GBL offer mixed results . Furthermore, many of the studies available rely more on close reading, inference, small sample sizes, and qualitative responses than on quantitative, data-driven analyses. Aim . This article describes a proof-of-concept study designed to assess the effects of GBL on enjoyment , engagement , and learning in higher education using a large sample size and quantitative measures. Method . The study uses a large data set (n = 440) involving English , Math and Science undergraduate courses. For the first semester, faculty participants were trained in how to implement game-based pedagogy and created analog game-based lessons. In the following semester, each professor taught one section of a course using games and another section of the same course without games . Students in the game-based and control groups were given attitude surveys about the subject at the beginning of the semester, a post-lesson survey after the game or regular lesson, and a post-lesson quiz with separate questions to assess surface learning and deep learning . Results . Enjoyment correlated with improvements in deep learning in both the game and non-game classes. Games increased reported enjoyment levels, especially in subjects where students reported the greatest anxiety about learning , and this increase in enjoyment correlated positively with improvements in deep learning and higher-order thinking . These results may have particular impact on non-traditional students. Conclusion . While further investigation is necessary to assess the specific affordances and long-term effects of GBL in higher education, this study offers preliminary support for the claim that GBL can improve deep learning in this setting, by increasing enjoyment .