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Game On!: Investigating Digital Game-Based Versus Gamified Learning in Higher Education

Game On!: Investigating Digital Game-Based Versus Gamified Learning in Higher Education

Papia Bawa
Copyright: © 2022 |Pages: 35
ISBN13: 9781668437100|ISBN10: 1668437104|EISBN13: 9781668437117
DOI: 10.4018/978-1-6684-3710-0.ch044
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MLA

Bawa, Papia. "Game On!: Investigating Digital Game-Based Versus Gamified Learning in Higher Education." Research Anthology on Developments in Gamification and Game-Based Learning, edited by Information Resources Management Association, IGI Global, 2022, pp. 957-991. https://doi.org/10.4018/978-1-6684-3710-0.ch044

APA

Bawa, P. (2022). Game On!: Investigating Digital Game-Based Versus Gamified Learning in Higher Education. In I. Management Association (Ed.), Research Anthology on Developments in Gamification and Game-Based Learning (pp. 957-991). IGI Global. https://doi.org/10.4018/978-1-6684-3710-0.ch044

Chicago

Bawa, Papia. "Game On!: Investigating Digital Game-Based Versus Gamified Learning in Higher Education." In Research Anthology on Developments in Gamification and Game-Based Learning, edited by Information Resources Management Association, 957-991. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-6684-3710-0.ch044

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Abstract

Today, there is growing interest in digital game-based learning (DGBL) due to the increase in the variety of educational and commercial games available. Literature indicates that video games in general have entertaining, motivational, and educational benefits. Despite this, there is a lack of research comparing game types to assess their value for learning. Typically, DGBL approach may include a variety of game types, like those designed for educational purposes such as digital education games (DEGs), as well as those created for entertainment and commercial reasons, such as massively multiplayer online games (MMOs). Digital games do possess a significantly high capacity to keep users engaged, which is a potential that can be used to motivate learners to interact more deeply with their learning environments, and consequently enhance their performances. This study supports the hypothesis that both DEGs and MMOs can be instrumental in improving engagement and learning versus traditional teaching methods. The article shares the results of the mixed methods study that examined the use of one DEG and four MMOs in undergraduate courses within a community college. The results suggest that learner performance and engagement are enhanced when using DGBL for both types of games, versus the traditional teaching methods. Additionally, practitioner and future research implications are also discussed.

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