GBL Theory

The Theory Behind Game-based Learning

View the model in detail below

This is a starting point to conceptualize game-based learning as a valid and research-based theory and pedagogical model. This page will evolve and expand as I further develop this framework.

The research literature in game-based learning (hundreds of academic articles if you search) is currently focused on using commercial games in learning contexts. Now termed Digital Game-based Learning, these games have tremendous educational value in schools, but there are no comprehensive games for instructional technology. There are also a few books such as the Multiplayer Classroom by Lee Sheldon that shed light on GBL in practice, but that still didn't get at the foundational understanding and pedagogical framework I needed for curriculum design.

Instructional Model

I developed the Step Model when re-designing my large undergraduate course. This model exemplifies my definition of GBL:

Content knowledge and skills increase in difficulty and build upon prior learning.
Each course "level" includes adaptive feedback and assessment with opportunities for re-learning and re-taking of assessments.
Student can earn rewards quickly in the beginning, with opportunity for failure early in the course. Rewards are more difficult to earn at the end of the course, and failure notification occur more quickly.
The course is situated in a narrative context with a smaller and larger goals.
The model takes a step pattern (as opposed to most games) to reduce cognitive load and motivation issues for students who are not invested in the course.
Social consideration are not included in this chart, but are evident in the practical application of the model.