Effectiveness of Game-Based Learning – Learning in Modern Education


The experiential learning process is a relevant method used to enhance understanding of the field and the critical thinking skills of learners. Futher more, technological developments improve students ’ learning needs. In this case, learners are required to be able to learn and work dynamically by combining the concept of critical thinking and the way of life as demand for the 21st century. Therefore, dynamic learning and the ability to improve the cognitive and collaborative abilities of learners in their interactions with the environment and all changes are indispensable. This research aims to spread the educational game quiz Assistance to create fun and dynamic learning for students. In addition, developed media is expected to improve cognitive ability and critical thinking learners, especially in higher education. The development of this educational game is done in the economic field so that the material to be presented is a basic course of economics faculty. To measure the success of this game-based learning, researchers used 100 samples from three majors (development economics, management, and accounting). This method of analysis uses the method of gain-scores, where the learning outcomes of experimental Group with learning game treatment and control group learning outcomes are examined and analyzed to determine their effectiveness. Results from analyses showed that use of game- based learning is highly effective for improving learning outcomes.

Keywords: Technology, educational game, game based learning, gamification Learning.

[1] Al-Emran, M., Elsherif, H. M., & Shaalan, K. (2016). Investigating attitudes towards the use of mobile learning in higher education. Computers in Human Behavior, 56, 93-102.

[2] Bakhsh, M., Bakhsh, M., Mahmood, A., Mahmood, A., Sangi, N. A., & Sangi,

[3] N. A. (2017). Examination of factors influencing students and faculty behavior towards m-learning acceptance: An empirical study. The International Journal of Information and Learning Technology, 34(3), 166- 188.

[4] Bell, J., Deans, K., Ibbotson, P., and Sinkovics, R., (2001). Towards the Internetization of International Marketing Education. Marketing Education Review, Vol. 11 (2), pp. 67–77.

[5] Castells, M. (2010). The culture of real virtuality: The integration of electronic communication, the end of the mass audience, and the rise of interactive networks. The Rise of the Network Society: With a New Preface, Volume I, Second edition with a new preface, 355-406.

[6] Chang, C. C., Liang, C., Chou, P. N., & Lin, G.

[7] Y. (2017). Is game-based learning better in flow experience and various types of cognitive load than non- game-based learning? Perspective from multimedia and media richness. Computers in Human Behavior, 71, 218-227.

[8] Chen, C. H., & Law, V. (2016). Scaffolding individual and collaborative game- based learning in learning performance and intrinsic motivation. Computers in Human Behavior, 55, 1201-1212.

[9] Chilton, M. A., (2012). Technology in the Classroom: Using Video Links to Enable Long Distance Experiential Learning. Journal of Information Systems Education, Vol. 23 (1), pp. 51–62.

[10] Chou, C., (2001). Formative Evaluation of Synchronous CMC Systems for a Learner-Centered Online Course. Journal of Interactive Learning Research, Vol. 12 (2/3), pp. 169–188.

[11] Coulby, C., Hennessey, S., Davies, N., & Fuller, R. (2011). The use of mobile technology for work-based assessment: the student experience. British Journal of Educational Technology, 42(2), 251- 265.

[12] de Witt, C., & Gloerfeld, C. (2018). Mobile Learning and Higher Education. In the Digital Turn in Higher Education (pp. 61-79). Springer VS, Wiesbaden.

[13] Gee, J. P. (2003). What Video Games Have to Teach Us About Learning and Literacy.

[14] Gikas, J., & Grant, M. M. (2013). Mobile computing devices in higher education: Student perspectives on learning with cellphones, smartphones & social media. The Internet and Higher Education, 19, 18-26.

[15] Haghirian, P., and Simon, B., (2002). Designing the Virtual Classroom: Towards an Effectiveness Model in International Teaching. American Marketing Association, Conference Proceedings, Vol. 13, pp. 31–37.

[16] Hamari, J., Shernoff, D. J., Rowe, E., Coller, B., Asbell-Clarke, J., & Edwards, T. (2016). Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning. Computers in Human Behavior, 54, 170-179.

[17] Huang, Y. M., & Chiu, P. S. (2015). The effectiveness of a meaningful learning-based evaluation model for context-aware mobile learning. British Journal of Educational Technology, 46(2), 437- 447.

[18] Jarvenpaa, S.K., and Ives, B., (1996). Introducing Transformational Information Technologies: The Case of the World Wide Web Technology. International Journal of Electronic Commerce, Vol. 1 (1), pp. 95–126.

[19] Lin, H. H., Wang, Y. S., Li, C. R., Shih, Y. W., & Lin, S. J. (2016). The Measurement and Dimensionality of Mobile

[20] Learning Systems Success: Two- Stage Development and Validation. Journal of Educational Computing Research, 0735633116671324.

[21] Makris, P., Skoutas, D. N., & Skianis, C. (2012, July). On networking and computing environments’ integration: A novel mobile cloud resources provisioning approach. In Telecommunications and Multimedia (TEMU), 2012 International Conference on (pp. 71- 76). IEEE.

[22] Michael, Thomas. (2011). Digital Education: Opportunities for Social Collaboration. Springer.

[23] Moore, M. G. (1993). Theory of transactional distance. Theoretical principles of distance education, 1, 22-38.

[24] World Economic Forum. (2015). New Vision for Education: Unlocking the Potential of Technology. Geneva, Switzerland.