Effects of computer games on education

Not all studies involving games had positive results [ 21 ]. Very few scholars would disagree with this statement. There have been too many theoretical studies concluding that games are well suited for teaching. Scholars on the negative side of the spectrum argue that games are not good because they promote violence and reinforce negative patterns.

Scholars have conducted a large number of studies examining games and violence but empirical research on games and learning is scarce. Pragmatic studies of this kind are rarely conducted [ 1 , 23 ].

A possible reason for it is because educational game research shifts the importance to education rather than entertainment. The purpose of this study is to investigate if classroom games help freshman state college students majoring in education to score higher in factual knowledge exams.

Sixty-Five Indiana University of Pennsylvania undergraduate students majoring in education were randomly assigned to the control and treatment groups. The subjects had little knowledge about the content presented in this research study prior to taking the quizzes. The students received extra points for participating in the research study. The study included one independent variable and one dependent variable.

The independent variable was the game. The dependent variable was achievement of factual knowledge. The researcher used a -test to calculate the results of this research study as well as descriptive statistics.

The alpha level was 0. Each group had to read a script containing content about computer architecture. The control group read the script about the content then took the quiz. The treatment group read the script, played the game, then took the quiz. A posttest only design was used to reduce threats to external validity. The script was identical for both groups. There were 32 subjects in the control group and 33 in the treatment group. The experiment took place at one computer laboratory at Indiana University of Pennsylvania.

Students had to log-in to the Moodle site, read the script, play the game if in the treatment group, and take a question factual knowledge quiz. There were minimal disturbances during the experiment. There was one null hypothesis in this research study. The researcher designed the game questions using the Bravo Spin off Game Engine.

The graphics and program functionalities were developed by C3Softworks, Incorporated, as shown in Figure 1. Figure 2 is an example of how the game looked. The researcher ran a -test in order to compare the mean scores of all three tests of the control and treatment group. The alpha level was set to 0. Table 1 presents descriptive statistical results from this research study.

Means and standard deviations are presented. The researcher predicted that students who received game treatment would outperform the control group by a letter grade.

The control group overall mean test scores was The games treatment group overall mean score was The researcher also found additional interesting findings beyond descriptive statistics. Please refer to Figure 3. Please refer to Figure 4. The difference between the control and treatment groups was smaller when compared against grades over a B 0. From rewards and improvement-based learning: discover the benefits of implementing gamification in education.

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Select a Role Esports Channel partner School teacher. Create account. Reset password. This finding contradicts the study carried out by Girard, This study treats video games as serious games but considers their effectiveness as a controversial issue, finding that only few games result in improved learning, while others have no positive effect on knowledge and skills acquisition, when compared to more traditional methods of teaching.

In contrast, in their meta-analysis, Clark et al. Prior to this review, but running along the same lines, Backlund and Hendrix , in their meta-analysis reported positive outcomes in learning when using serious games in the educational process.

Wouters, performing meta-analytic techniques, used comparisons as well, to investigate whether serious games are more effective and more motivating than conventional instructional methods.

They found higher effectiveness in terms of learning and retention, but less motivation compared to traditional instructional methods. Indeed, serious games tend to be more effective if regarded as a supplement to other instructional methods, and involve students in groups and multiple training sessions. Nevertheless, they stress that the acquisition of laboratory skills cannot be wholly conducted via simulations. However, in areas where simulations have been widely accepted as a training tool, simulations can play a significant role in making lab activities more effective when offered as pre-lab training.

Fu, , through a systematic literature review, identify the multi-dimensional positive impact of serious games in business education, with the most frequent outcomes being knowledge acquisition and content understanding. The study also confirms that GBL and serious games can influence player engagement, perpetual and cognitive skills and social or soft skills.

The affective and motivational outcomes are examined in entertainment games, games for learning and serious games, which reflects the trend of using gaming elements as both a medium of entertainment as well as a mode of learning.

Ritzhaupt, produce meta-analysis based on 73 articles, demonstrating that achievement measures e. Merchant, , via a meta-analysis, compare the effectiveness of games, simulations and virtual worlds in improving learning outcomes. Findings indicate that playing games individually enhance student performance more than playing collaboratively. Nonetheless, the researchers claim that there is no statistically significant difference between the effects of individual and cooperative instructional modules regarding simulations.

Student learning outcomes deteriorate after repeated measures, since after spending a certain amount of time playing games, the learning outcome gains start to diminish. On the contrary, Shin, , through meta-analysis, aim to identify the effects of patient simulation in nursing education.

In their work, simulations provide students with authentic clinical situations, allowing them to practice and experience in realistic and safe environments. Connolly et al. The most frequent outcomes are knowledge acquisition and content understanding, as well as affective and motivational outcomes. Gegenfurtner, in their meta-analysis of the cognitive domain, examine how design elements in simulation-based settings affect self-efficacy and transfer of learning.

They conclude that gathering feedback post-training, as opposed to during the process, results in higher estimates of self-efficacy and transfer of learning. Researchers also look at games and simulations from a theoretical perspective.

Li and Tsai , examine the theoretical background and models employed in the study of games and simulations. They focus principally on the theories of cognitivism, constructivism, enactivism, and the socio-cultural perspective. Results indicate that although cognitivism and constructivism are the major theoretical foundations employed by game-based science learning researchers, enactivism and the socio-cultural perspective are the emerging theoretical paradigms drawing increasing attention in this field.

This literature review indicates an increasing recognition of the effectiveness of digital games in promoting scientific knowledge and concept learning, while giving lesser importance to facilitation of problem-solving skills, exploring outcomes from the viewpoint of scientific processes, affect, engagement and socio-contextual learning.

This view is echoed by other researchers, such as Warren, , who systematically review and demonstrate the effectiveness of simulation games on satisfaction, knowledge, attitudes, skills and learning outcomes within nurse practitioner programmes. After comparing online simulation-based learning with traditional lectures, they find an increase in student knowledge and confidence when using simulation games.

Peterson also performs a meta-analysis, examining the use of computerised games and simulations in language education from a psycholinguistic and socio-cultural viewpoint. Results show valuable opportunities for effective language learning, confirming that games are beneficial in helping students learn another language.

Sitzmann , using interactive cognitive complexity theory, offers a comparative review on the instructional effectiveness of computer simulations. To perform the review, she examines three affective outcomes motivation, effort, and self-efficacy , one behavioural effort , two cognitive declarative knowledge and retention , and two skill-based learning outcomes procedural knowledge and transfer.

She concludes that, post-training, simulation-trained learners demonstrate higher self-efficacy and procedural knowledge. Furthermore, she highlights the significance of using specific methods to improve simulation learning, namely, integration of game use within an instructional programme, high level of learner activity, no gaming time limit, and adopting the simulation game as a supplement to other methods, which is inconsistent with Wouters et al.

Hsu et al. In a recent review of business literature, Carenys and Moya discuss the impact of digital game-based learning DGBL on students. They examine DGBL both from a theoretical point of view and on a practical basis through three stages: a the evaluation of digital games in the preparatory stage, b specifying which research has been deemed appropriate for DGBL deployment, and c the learning outcomes cognitive, behavioural, affective, and multi-dimensional that can be attained through digital games.

This study moved current research forward in understanding the effectiveness of digital games and advanced the use of digital games in the classroom.

A variety of meta-analyses and systematic reviews have examined the implementation of games and simulations in the learning process, either as a main course element or as a supplement to conventional lectures, illustrating the ever increasing interest of researchers in this promising field. After studying the previous reviews, it is evident that the most commonly referred games in past reviews are digital and computerized games Sitzmann, ; Young et al.

The technological revolution and the invasion of Internet in Higher Education urge students to build digital and collaborative skills for the twenty-first century through gaming. Also, the emergence of a participatory culture in education spurs researchers to get involved with digital games and simulations.

Other games mentioned are serious games and their impact on the learning process Connolly et al. The researchers refer to serious games since they are basically considered as games with educational orientation and not with just entertaining ones. Another important element we have identified is whether games should be fully or partially integrated into the learning process. In other cases, the integration of games in the curriculum could either function as a supplement to existing teaching techniques or as a partial substitute for traditional teaching methods Rutten et al.

Moreover, games could even be fully integrated for achieving better learning outcomes Lameras et al. This means that instructors should be equipped with knowledge and experience, and be aware of providing guidance to students as regards the proper way of playing games.

The beneficial contribution of game-based learning is broadly identified by the majority of previous reviewers, especially regarding cognitive outcomes. Additionally, students achieve their learning goals through playfulness and problem-based learning Tsekleves et al.

Another substantial impact emerged is the effectiveness of games not only in the cognitive domain but also in the affective and behavioural domains Ritzhaupt et al. The affective domain is thoroughly discussed by the reviewers. Regarding behavioural outcomes, few reviews have been conducted, showing that games offer a plethora of opportunities for collaborative learning, enhance interactivity and feedback among players, and develop social and soft skills as well.

Some other studies contradict these findings, in a way that they do not reveal positive effects of games Young et al. In these reviews, games and simulations appear to have some or no positive effects on knowledge and skills acquisition when comparing with traditional instructional methods. The authors developed a pre-defined review protocol to answer the research questions, specifically aimed at minimising researcher bias. The literature review was carried out between July and October and followed the design stages described below.

Additional keywords for learning outcomes are learning objectives, learning goals, learning objectives and effects. Keywords for platform and delivery methods include computer-based, web-based, digital, virtual, online, and technology. Keywords for games and simulations are educational games, business simulations, role-playing simulations, game-based learning, video games, and serious games. The study sets the broadest range of keywords, so as not to limit the scope of related articles.

Furthermore, the researchers conducted a comprehensive database search in bibliographic indices for the data selection. The search is related to a variety of scientific fields of study, including Education, Psychology, Information Technology, Management, and other scientific areas e.

The researchers piloted and evaluated their selection criteria based on prior studies. The study selection process was conducted in two separate phases: a the researchers, working independently, initially, and, subsequently, together, screened the titles and abstracts for inclusion criteria, and b in the event of disagreement or insufficient information, they carried out a thorough consideration of the body of the articles i.

Then, whether to include the text or not was discussed, based on pre-determined criteria. The inclusion criteria used are as follows:. Only empirical articles across a variety of study designs may be included, so as to achieve rich data. The participants should be over the age of 18 e.

Articles that provide an evaluation of student learning outcomes via the use of games for pedagogical purposes may also be included. The resources should, mainly, consist of journal articles and conference papers, which, due to the peer review process, ensure a high quality of material to examine. Existing meta-analysis and systematic literature reviews should be included as well, in order to cross-validate the review findings. The articles should adhere to the objective of the study and the definition of the terms games and simulations as pedagogical applications.

Studies containing samples from higher education institutions should also be included. Conversely, research on the effects of games in primary or secondary education should be discarded. The review should include games and simulations used in traditional, as well as in online environments.

Only peer-reviewed journal articles published between and should be included, as the intention is to include the most current research. Book chapters -not only are books difficult to search for on databases, they are, also, hard to access as full texts. Additionally, books are not always subject to the same peer review process as scientific articles. Dissertations, theses, editorials, book reviews and reports are also excluded for similar reasons.

The following figure illustrates the inclusion and exclusion criteria Fig. Application of these criteria resulted in an initial dataset, yielding studies, published between and The selected papers are derived from 67 academic journals representing a variety of disciplines. In the final stage, several meetings were organized between researchers to discuss the findings, and to decide on presentation. The results show a steady increase in published papers discussing games from onwards. After systematically reviewing their abstracts, a final shortlist of potential full text articles emerged.

Two hundred and seventeen out of the were excluded, primarily, due to undesirable focus e. For each of the remaining studies, the researchers identified and recorded some basic themes, for example, types of learning outcomes, effect or impact of game and simulation methods on learning goals, participants and settings, research questions, research methodology and results. Of these, papers, which are found to contribute data, are selected for the review, whereas the remaining articles are excluded, due to the fact that they are written in a language that the researchers do not understand, or because they are focused on a field other than higher education.

An outline of the entire review is depicted in the following figure Fig. The identified articles are analysed using a qualitative content analysis technique, which leads to a coding scheme, including a main category, three sub-categories and several associated topics related to the main categories. The researchers unanimously agree upon the coding that emerged from the analysis of the reviewed papers.

Furthermore, a review of mixed-methodology studies provides high-quality evidence, due to a combination of quantitative and qualitative elements in terms of methodological triangulation. The researchers examined the studies from varying viewpoints. Firstly, they analysed the data set characteristics, such as the continent on which the studies are conducted, the subject discipline, the methodological research design, the types of games and simulations identified, and the time period in which the majority of the studies took place.

The emphasis is on the analysis, measures, and design of the quantitative methodology experimental, quasi-experimental, pre-test, post-test surveys, etc.

To sum up, the review studies are selected through a systematic process with pre-arranged criteria. There is no intended bias applied to the selected studies, and although the majority of studies come from Europe, this is simply the result of the systematic selection process. When analysing the data, the researchers came across some interesting characteristics.

With respect to genre, there is a diverse representation of games and simulations. This representation is illustrated below Fig. With respect to the busiest publication period, the majority of studies that meet the inclusion criteria were published between and , as shown in the following bar chart Fig. This finding demonstrates a notable trend amongst researchers discussing the topic of games and simulations in recent years, due to increased awareness of the use of technological games in higher education.

The data also represents a wide range of subject areas. The subject areas are sorted into larger categories, with the most common area being Business Management and Marketing. The results are shown in the figure below Fig.

The reviewed articles include data from 99 samples and 20, participants, which is a considerably large grouping. The population tested in the literature review ranges from 5 participants in small qualitative studies Ke et al. Most of the participants are young undergraduate, graduate or post-graduate students, and faculty members. The studies consistently indicate a good gender balance in participants.

In some studies, there is both student and faculty participation Kapralos et al. On the whole, most studies use students as participants.

The effects of games and simulations on learning outcomes are measured through calculating the difference between pre-test and post-test scores of the experimental or quasi-experimental design.

More specifically, the researchers compare the increases in scores between control and experimental groups to evaluate the effectiveness of using the tested games and simulations.

The studies include longitudinal surveys e. Hainey, conducted for a specified number of years, whereas others are comparative studies e. Researchers use quantitative methods in the majority of studies Some studies follow a mixed research methodology nearly The measures utilized in quantitative studies include knowledge questionnaires, as well as academic, evaluation, and cognitive tests, while in qualitative studies the methods used include interviews, case studies, observations and focus groups.

The studies portray a variety of time periods spent playing games and simulations: some of the participants interact with games over a single session, while others are involved in the gaming process for several weeks or even months e.

The studies include multi-player games e. In the present review, keeping in mind the aforementioned research questions p. A map of the emerging concepts, which will be further discussed, is illustrated below Fig.

Many reviewed studies discuss the impact of GBL activities in learner knowledge acquisition and conceptual understanding Hainey et al. There has been an impact evaluation across subject disciplines, such as Computer Science Strycker, , Engineering Chaves et al. The effect of games and simulations on learning remains a controversial issue amongst researchers in the field, as it will be further confirmed in this article.

Some reviewed studies indicate improved learning, while others show no positive effect on knowledge and skill acquisition compared to traditional learning methods. Simulations are directly linked to the course content and students are given the opportunity to apply and better understand theoretical concepts.

Additionally, simulations provide an environment in which students can experiment with different strategies, adopt different roles, and take charge of their own decisions by assuming responsibility. The latter issue is discussed at length by Liu et al. Similarly, Kleinheskel illustrates the importance of designing self-reflective simulating activities for nursing students, and aligning such design with cognitive outcomes.

When students self-reflect on simulated clinical experiences, they add to their existing knowledge, and apply new knowledge to transformative learning. Poikela et al. They conclude that students who participate in the computer simulation are more likely to report meaningful learning outcomes than those taking the lecture, due to the strong presence of reflection-based activities and metacognitive themes.

Similar results are present in Chen, , survey in which both solitary players and collaborative groups achieve equally positive learning outcomes in a game. Students significantly improve judging by their pre- and post-test assessments, which indicates that the gaming experience affects their overall performance, and, most likely, promotes conceptual understanding. Moreover, collaborative GBL allows students to re-construct and co-construct knowledge, thus encouraging problem-solving through peer discussion.

This finding is supported by von Wangenheim, , who analyse the cognitive dimension of an educational game focusing on memory, understanding and conceptual application.

The validity of micro-simulation games is identified by participants in Lukosch, , research who evaluate a specific microgame as an excellent instrument for enhancing situated and experiential learning by transferring knowledge to an actual situation at the workplace. The results comply with those of Riemer and Schrader , where the application of comprehension and transfer of knowledge are best achieved using simulations.

Reviews by Young et al. A 3D visualisation and simulation laboratory activity on protein structure is more effective than traditional instruction modules, as described in White, , research resulting in students preferring to work with visualized simulations.

Simulation games also positively affect clinical practice situations. Vos and Brennan highlight the effectiveness of marketing simulation games, where students perceive simulations as an enjoyable learning approach, contributing to decision-making, as well as other valuable knowledge and skills, a finding consistent with Tiwari et al. Swanson et al. The experimental post-test assessment survey aims to evaluate the effects of three teaching strategies on the outcome of performance and retention of intervention activities, student satisfaction, self-confidence and practical educational preferences.

Results reveal significantly higher retention scores compared to the first assessment, indicating that high scores in the improved rubric are related to the interactivity of the simulation scenario.

Nevertheless, it should not be taken for granted that students consistently prefer virtual learning settings to more traditional face-to-face environments Hummel et al.

Serious games concerning cognitive perceptions show varying results. In Fu et al. In some cases, there is inconsistency in student views regarding the integration of online games as a positive learning method Bolliger, Other studies confirm the power of games and simulations in developing cognition abilities, especially in the instances of virtual simulations enhancing complex cognitive skills Helle et al.

These are meta-cognitive skills, regarded as essential elements of in-depth learning. Kikot, concur with the above researchers, stating that students perceive simulation-based learning SBL environments positively when asked to achieve dynamic learning outcomes, including thinking, interpreting, and associative skills. Silvia also references cognitive and metacognitive outcomes derived from a multi-role simulation.

The simulation helps students apply the concepts they learn in class by connecting the theoretical issues with real-world situations, thus developing their analytical skills, and through comparing different viewpoints, which leads to enhanced critical thinking. Students use the interactive nature of simulations to develop arguments, make judgements and evaluate situations. More importantly, simulations encourage students to develop self-awareness.

Similarly, Cela-Ranilla, conducted a study in which students display a tendency to perform better in analytical work, such as monitoring, planning and assessment rather than in action-based work. Wouters et al. Learners can also actively participate in a web-based simulation to facilitate immersion and reflection, leading to deeper understanding of the content Helle et al. A simulation framework can facilitate learning in terms of flow experience and learning strategies. Indeed, in a study conducted by Li, Cheng, and Liu , the framework helps students lacking background knowledge to balance challenge and skill perceptions, while for students with average to advanced levels of knowledge, it facilitates the learning experience by either reducing the challenge perception or promoting the skill perception.

Along the same lines, Pasin and Giroux , analyse the mistakes students make in simulations using an empirical prototype.

Results show that, although simple decision-making skills are easily acquired through conventional teaching methods, simulation games are useful tools for mastering managerial skills, such as complex and dynamic decision-making. Lin and Tu also confirm that simulations enable students to train themselves in decision-making. Students are challenged to develop interpersonal, analytical and creative skills, discouraging absenteeism, feelings of boredom and reluctance, leading to academic achievement.

However, simulations not only exhibit positive effects in the learning experience of the student, but, also, do so for instructors, as well, in the context of teaching experience. For academics, simulations raise the level of performance, encouraging students to be more alert and attentive during class activities Navidad, , and thus to achieve better learning outcomes. In this vein, instructors are urged to design simulations to be as challenging as possible to stimulate student interest in interacting with the simulation as well as with their peers.

Felicia denotes that instructors agree with students in acknowledging the educational benefits of video games, such as an understanding of difficult concepts, improvement of spatial awareness and analytical skills, critical thinking, and problem-solving strategies. Following such reasoning, as indicated in the literature, faculty plays a key role in achieving learning goals via the use of games and simulations.

The instructor role correlates with the demand for abstract learning concepts. In their meta-analysis, Wouters and Van Oostendorp show how instructors, acting in a facilitating and supporting role, can foster learning, particularly in selecting and discussing new information and where higher order skills are involved in the learning outcomes.

Rutten et al. In a Spanish management course, simulations enabled students to build pivotal capacities, such as management abilities and team working to enable the success of future managers Arias Aranda et al. A computer simulation at a university in Taiwan led to comparatively higher learning gains against traditional teaching through collaborative laboratory activities Shieh, , by facilitating students to carry out more active learning and improving their conceptual understanding.

Simulation scenarios provide improved social and communication skills, which lead to the enhancement of student knowledge Sarabia-Cobo et al. Additionally, collaboration is considered an essential element in the learning process Elias, The findings of Hummel et al. For this reason, faculty members are urged to create learning environments to support active participation by students in the educational process. The instructors engage higher education students in the process of formulating hypotheses, interpreting context, providing explanations, and describing observations, by designing and implementing a collaborative and interactive GBL environment.

In Yin et al. Teamwork, however, seems to be a controversial issue in Costa, which evaluates improvement of knowledge sharing. Research by Bolliger et al. Merchant et al. In GBL methods, meaningful feedback is a key factor in students achieving the objectives, as well as in being encouraged to reflect on misunderstandings and to transfer learning to new educational contexts Swanson et al. In the current study, the scope is to investigate learner-learner interaction and social feedback through game mechanics.

Higher education students evaluate games and simulations focusing on behavioural change and improvement of interactive abilities. Real-time feedback in simulation games enables students to clearly define the objectives and expectations in the interactive environment, leading to a reduction in anxiety and uncertainty, thus encouraging better performance Nkhoma et al.

The literature extensively documents the interaction between behavioural outcomes, learning performance and communication especially in Online Distance Learning ODL. A survey conducted by Chen, shows that online games can be social and interactive technologies, helping students form friendships with their peers and providing multiple types of interaction.

Ke et al. In a survey conducted by Denholm et al. They attribute this to receiving feedback, and stressing that even conflict is often considered valuable as it brings diverse views to the fore. To conclude, the main body of literature explores the impact of games and simulations on learning outcomes on the behavioural level, especially when students are involved in interactive and participatory simulation tasks.

The majority of studies reveal a positive effect on behavioural outcomes, concluding that students benefit from appropriate feedback, and reflection through game-based communication activities. Many studies highlight the affective outcomes of using games and simulations in the learning process.

The majority of them includes student engagement Auman, ; Hainey et al. Engagement and motivation are major factors in enhancing higher education learning objectives Connolly et al. In the context of digital SBL environments, other motivational dimensions are highlighted, such as self-efficacy Sitzmann, , in conjunction with the transfer of learning Gegenfurtner et al.

Motivation is a combination of elements such as attention, relevance, confidence, and satisfaction, which can increase germane cognitive loads. According to the post-game evaluation, student motivation comes from peer learning and user cooperation. Moreover, when instructors teach strategy, this enhances student motivation and engagement, encouraging acceptance of the game, and leading to stronger interest in course-directed learning. Thus, teachers should create a flexible learning environment, giving due consideration to peer interaction, learning motivation, pedagogical support and encouragement to help students develop their autonomy and retain an interest in learning.

Another important element contributing to affective outcomes is challenge. Hainey et al. Gamers in a multiplayer environment tend to report competition, cooperation, recognition, fantasy and curiosity when playing games, while online players experience challenge, cooperation, recognition and control.

By contrast, fanatical computer game players experience disappointment and a lack of challenge, as they tend to value the technical aspect over the challenges presented by game play.

Computer games can thus be seen as a learning tool motivating players to acquire many competences. Similarly, in Ke et al. These results can also be seen in Badea , who concludes that the majority of participants in her study acknowledge the highly motivating quality of games, which are complemented by the relaxed class atmosphere when games are used.

However, despite the benefits reaped from the implementation of games and simulations concerning affective outcomes, some researchers underline that motivation is not always related to GBL, emphasizing cases where students who use games in solitary or collaborative environments experience no significant difference in terms of learning motivation Chen et al. There are indeed cases where serious games are no more motivating than conventional instructional methods Wouters et al.

In Cela-Ranilla et al. The benefits of a pedagogical shift from a teacher-focused and lecture-based classroom to a student-centred, active-learning environment through the adoption of simulation-based strategies to achieve engagement are relevant to both students and instructors Auman, There is a progression in student emotion from uncertainty and nervousness to satisfaction and excitement within the gaming experience.

Auman , as an instructor, provides a positive description: she is drawn in by student enthusiasm, her interest in the material is reinvigorated, she feels empowered in her teaching, and ready to guide her class. De Porres and Livingston concur with Auman , as their study also indicates increased levels of excitement in doctoral students studying Computer Science, when evaluated in a post-test intervention.

Faculty acting as motivators are key in engaging students in the learning process, working to ensure focus on pre-existing knowledge, as well as to transfer knowledge to game settings Lameras et al. Also, instructors should facilitate and engage students via in-game discussion forums to help overcome misconceptions, and to lead the game-based learning.

The way instructors interact, facilitate and motivate students to construct GBL experiences depends on the design stage, particularly on the way games are incorporated into the curriculum in a traditional course Wouters et al. A position statement by the National Science Teachers Association states that computers not only play a crucial role in the development of science, but also in its instruction.

It further explains that computers offer teachers flexibility in the classroom and allow students to participate more actively in learning and research. With computers in classrooms, teachers can present and demonstrate new material, provide illustrations and guide students to supplementary websites.