Game-Based Learning in Primary Classrooms: Transforming Engagement and Achievement

Outline

Session Outline (60 minutes)

1. Introduction (5 minutes)
- Content: Overview of Game-Based Learning (GBL) and its relevance in modern primary education.
- Engagement: Participants play an educational game that enhances 21st-century skills like collaboration and critical thinking.
- Activity: Game activity to showcase the challenge of engaging students in traditional settings.

2. Theoretical Foundations of GBL (5 minutes)
- Content: Explanation of constructivist and inquiry-based learning theories that support GBL.
- Engagement: Interactive questioning to prompt reflection on the theoretical connection between GBL and student engagement.

3. Types of Game-Based Learning (10 minutes)
- Content: Exploration of digital and physical games, gamification strategies, and their benefits.
- Engagement: Short demonstration of digital and physical games, with participants engaging in mini-competitions.
- Activity: Participants apply GBL mechanics (points, badges) in a quick classroom scenario.

4. Case Studies from My Classroom (10 minutes)
- Content: Real-life examples of GBL’s impact on learning, including ESL and math problem-solving games.
- Engagement: Presentation of quantitative and qualitative data.
- Activity: Peer-to-peer discussion on how to adapt these methods to their own teaching contexts.

5. Implementation Strategies for Educators (10 minutes)
- Content: Designing GBL lessons aligned with curriculum goals; tools and technology for effective integration.
- Engagement: Provide tips for selecting appropriate games and balancing fun with educational outcomes.
- Activity: Interactive Q&A and brainstorming session on how to integrate GBL in various subjects.

6. Overcoming Challenges in GBL (5 minutes)
- Content: Addressing issues like classroom management, differentiation, and inclusivity in GBL.
- Engagement: Group discussion on potential challenges and collective problem-solving.

7. Assessment and Feedback in GBL (5 minutes)
- Content: Strategies for assessing learning outcomes through GBL, importance of feedback and reflection.
- Engagement: Demonstration of how in-game feedback influences student growth.
- Activity: Group reflection on their learning experiences from the previous game activity.

8. Interactive Component (7 minutes)
- Content: Hands-on experience with a classroom game to allow participants to feel the impact of GBL.
- Engagement: Participants play a short game in groups.
- Activity: Post-game discussion on applying GBL in their own classrooms.

9. Conclusion and Q&A (3 minutes)
- Content: Summary of key points and reflection on the future of GBL in education.
- Engagement: Open Q&A for participants to share their reflections or ask questions.

Audience Engagement Throughout:
Frequency and Tactics:
Peer-to-peer interactions during discussions.
Device-based activities for digital games.
Games and contests incorporated into each content segment to foster active participation.

Supporting research

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Cáceres-Nakiche, K., Carcausto-Calla, W., Yabar Arrieta, S. R., & Lino Tupiño, R. M. (2024) The SAMR Model in Education Classrooms: Effects on Teaching Practice, Facilities, and Challenges. Journal of Higher Education Theory and Practice, 24(2).

Chen, C.H., Liu, J.H. & Shou, W.C. (2018) How Competition in a Gamebased Science Learning Environment Influences Students’ Learning Achievement, Flow Experience, and Learning Behavioral Patterns. Educational Technology & Society 21(2): 164-176. Available from: [Accessed 03 July 2024].

Darma, V. P, Agus, C. & Rosalina, U. (2022) An Analysis Of Students’ Motivation In Teaching And Learning Process By Using Kahoot. JOSS Journal of Social Science 1(1): 23-36.

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Mishra, N. R. (2023) Constructivist Approach to Learning: An Analysis of Pedagogical Models of Social Constructivist Learning Theory. Journal of research and development 6(9): 22-29.

Muppalla, S. et al. (2023) Effects of Excessive Screen Time on Child Development: An Updated Review and Strategies for Management. Cureus 15(6) DOI: 10.7759/cureus.40608

Oviedo, C. F. & Charpentier, A. K. (2023) Gamification in education for the formative assessment process, Ciencia Latina Revista Científica Multidisciplinar 7(1): 9180-9194.

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Wang, A. I. & Lieberoth, A. (2016) ‘The effect of points and audio on concentration, engagement, enjoyment, learning, motivation, and classroom dynamics using Kahoot!’ 10th European Conference on Game Based Learning (ECGBL 2016). Paisley, Scotland. 738-746