Educational Gamification Vs. Game Based Learning: Comparative Study

Abstract

Abstract— Computer games have grown in many directions. Many studies and systems deals with different elements such as ”Fun” and ”pleasure” in the game structure to improve a learners motivation in the field of educational learning. In this paper, we will explain different theoretical support for the benefit of using game in education and learning. We will also demonstrate the difference among those methods such as , Game Base Learning(GBL), educational game and Gamification in education. A clear description among these new terms with explanation of the possible impact on teaching and learning will be presented. Games can make learning concept more enjoyable for students and provide a platform for their creative thought. Games will of- ten act as learning triggers inducing lively discussion on learning concepts amongst students following game play. A couple of new ways of teaching like Game Based Learning and Gamification can be applied to enhance the learning procedure of students in various age levels.

Full text


Abstract
—Computer games
have grown in many
directions . Many studies and systems deals with
different elements
such
as ”Fun” and
”pleasure”
in the
game
structure
to
imp
r
ove
a
learners motivation in the
field of
educational
lear
ning
.
In this paper, we will
explain different
theoretical
support
f
or
the benefit of
using game in education and learning. We will also
demonstrate
the difference among those methods such as ,
Game Base
Learning(GBL), educational
game and
Gamification
in education. A clear
description
among
these new terms
with
explanation of the possible impact
on teaching and learning will be
pr
esented.
Games can make learning con cept more enjoyable for
students
and provide a platform f or their creative thought.
Games will of- ten act as learning triggers inducing lively
discussion on learning
concepts amongst students following
game play. A couple of new ways of teaching like Game
Based Learning and
Gamification
can be applied to
enhance the learning
procedure
of students
in
various age
levels.
Index Terms—Game base learning (GBL), educational
game, gamification in education, learning method.
I. INTRODUCTION
Many studies and systems that use ”pleasure” and ”fun”
as inherent aspects of games to improve a learner’s
motivation have been developed in the field of the learning
environment. Game can be defined as an activity that
must have the following characteristics [1]-[5]:
 Fun: the activity is chosen for its light-hearted
character.
 Separation: it is circumscribed in time and place.
 Uncertainty: the outcome of the activity is
unforeseeable.
 Non-productive: participation does not accomplish
anything useful.
 Governed by rules: the activity has rules that are
different from everyday life.
 Fictitious: it is accompanied by the awareness of a
different reality.
An educational game is defined as a game being designed
and used for teaching and learning. In educational games,
we could combine the elements of fun and educational
concepts to increase student’s motivation and engagement.
We believed that using game-based learning is better than
traditional lecture instruction, producing better learning
Manuscript received May 19, 2016; revised July 2, 2016.
Rula Al-Azawi is with the Gulf College, Oman (e-mail:
rula@gulfcollegeoman.com, Fatma-alfaliti@hotmail.com, shinef-
ace90@hotmail.com).
effects and higher learning motivation. Being more
attractive to learning attention of students compared to
traditional instruction, they can increase learning motivation
promote problem-solving ability, and result in achieving
better learning effects [6].
Old teaching methods mechanism is no longer
beneficial to the students because of some reasons such as
the students will not be able to think out of the box and to
do some kind of practical assessment under the old
mechanisms. In old teaching mechanism, the students focus
only on the exams rather than trying to understand the
underlying concepts of the subject matters. So, there arises
a need to let the students learn in their own ways, rather
than focusing on the exams without understanding the
subject matters. In order to give opportunities to the
students to learn by experience, the researchers have been
persuaded to create virtual learning environments [7].
The rest of paper is organized as follows. Section two
describes the usage of computer game in education in both
directions, first as gamification in education and second as
Game Based Learning (GBL). Section three describes the
comparative study among different new teaching methods.
Finally, section four presents the conclusion and future
work.
II. COMPUTER GAME IN EDUCATION
In educational contexts, not only learners need to be
able to enter the world of the game, but also be critical
about the process, so as to be able to reflect upon their
relationship with the game when viewed from outside. This
suggests that creative learning through gaming requires
substantial efforts from teachers, in order to achieve
positive results [8].
In today’s information society, digital learning has the
features of not being constrained by time and space. Being
more attractive to learning attention of students compared to
traditional instruction, can increase learning motivation;
promote problem-solving ability, which results in
achieving better learning effects [6].
Another definition of games is systems that involve
interaction with a user interface to generate visual
feedback on a computer or a video device to utilize fun,
play, and competition [9]. We can classify fun in an
education game into the following four types first, when a
player achieves a goal which is the basic fun in the game.
Secondly, when a player was unable to predict, in other
words, fun is the intellectual or aesthetic feeling which
occurs at the time of an unpredictable happening. Third,
elation when a player faces a challenging problem or when
a player considers whether he can solve a difficult
Educational Gamification Vs. Game Based Learning:
Comparative Study
Rula Al-Azawi, Fatma Al-Faliti, and Mazin Al-Blushi
International
Journal of Innovation, Management and Technology, Vol. 7, No. 4, August 2016
132
doi: 10.18178/ijimt.2016.7.4.659

problem or achieve a difficult goal. Finally, honor for the
player. There is a feeling of satisfaction when a player
receives social praise or honor, such as “the player is praised”
or the player achieves first place [2].
In this section, we have noticed that the use of games in
education provides five keys of claiming [10]:
 Games are built on sound learning principles.
 Games provide more engagement for the learner.
 Games provide personalized learning opportunities
 Games teach 21st century skills.
 Games provide an environment for authentic and
relevant assessment.
Despite the use of educational computer games in
teaching many subjects, still there is a need for more
games to teach several other subjects.
In the next section, we will explain benefit of using
game in education.
A. Benefits of Games in Education
Video games have great positive potential in addition to
their entertainment value and there has been considerable
success when games are designed to address a specific
problem or to teach a certain skill. Video games can
clearly attract the attention of children and adolescents. For
over twenty years researchers have been using games in
education, providing the following reasons as to why games
are useful tools in teaching and learning concept. For
instance [11]-[16]:
 Games can be used as research and/or measurement
tools.
 Games attract participation by individuals across many
demographic boundaries (e.g., age, gender, ethnicity
and educational status).
 Games can assist children in setting goals, ensuring
goal rehearsal, providing feedback, reinforcement, and
maintaining records of behavioral change.
 Games can be useful, as they allow the researcher to
measure performance on a very wide variety of tasks,
and can be easily changed, standardized and
understood.
 Games can be used when examining individual
characteristics such as self-esteem, self-concept, goal-
setting and individual differences.
 Games are fun and stimulating for participants.
Consequently, it is easier to achieve and maintain a
person’s undivided attention for long periods of time.
 Games also allow participants to experience novelty,
curiosity and challenge. This may stimulate learning
 Games may help in the development of transferable
 IT skills
 Games can act as simulations. These allow participants
to engage in extraordinary activities and to destroy or
even die without real consequences
B. Gamification in Education
Gamificaiton
is the practice of using game design
elements, game mechanics and game thinking in non-game
activities to motivate participants. For the purpose of this
article, we will be discussing gamification in education.
There are many examples of how gamification motivates
behavior in loyalty programs, marketing and even recycling
programs.
On a basic level, gamification techniques tap into and
influence peoples natural desires for competition,
achievement, recognition and self-expression. Gamification
appears to be making a leap from game-play to the
workplace at a great pace. A growing number of
organizations are adopting gaming techniques and game-
style rewards in order to motivate and incentive employees
and customers [17].
We could define gamification in a simple way as it is the
use of game design elements, game thinking and game
mechanics to enhance non-game contexts. This is the main
function that gamification could provide to enhance a
situation through the use of gaming mechanics, the benefits
of gamification include: a) increased engagement; b) higher
motivation levels; c) increased interaction with the user
(customer or employee); and d) greater loyalty [18].
Young learners gain skills and a method to learn using
games in their everyday life but however they have to
use other methods to be successful in school or at university.
Somehow this situation can be put into question although
teachers and researchers have recognized this fact for almost
five years using the term gamification. [5].
Educational gamification proposes the use of game-like
rule systems, player experiences and cultural roles to shape
learners behavior. In the previous research study [19],
researcher found that many children used a trial-and-error
strategy through the games. For this reason, gamifying a
course would be a great help to primary students by taking
advantage of the motivational power of games and applying
it to the motivational problems in education so that
successful learning can take place [20].
In the classroom, gamification has been integrated in a
more authentic manner as some classrooms have become a
living, breathing game. Gamification systems like
ClassCraft add an adventure game layer on top of the
existing course infrastructure. Students create a character,
play as part of a team, and gain experience points and
rewards based on class-related behaviors. Students are
rewarded for helping other students, producing exemplary
work, etc. Likewise, students can receive consequences for
behaviors that are inconsistent with the desired learning
environment [21].
Another popular interest in gamification is also
reflected in an academic context: the number of
papers published on gamification is growing. This
suggests that gamification is becoming a more popular
subject for academic inquiry [21]. Gamification has been
defined as a process of enhancing services with
(motivational) affordances in order to invoke gameful
experiences and further behavioral outcomes [21].
According to this conceptualization, gamification can be
seen to have three main parts:
1) The implemented motivational affordances
2) The resulting psychological outcomes
3) The further behavioral outcomes
Fig. 1 illustrates the steps in Gamification [21].
Fig. 1. Gamification steps.
International Journal of Innovation, Management and Technology, Vol. 7, No. 4, August 2016
133

C. Game Based Learning (GBL)
Game Based Learning (GBL) is being used to encourage
students to participate in learning while playing, and make
the leaning process more interesting by adding fun to the
learning process. It has a positive effect on cognitive
development [22]. Game and courses are combined because
traditional learning process is boring and game-based
learning can improve learning motivation of students. When
students enter into a flow state in playing, their
concentration is higher than usual [23]. Game-Based
Learning is not just about using games for review and
reinforcement. While that is an important and useful
component, it has been going on for a long time, and is not
what has really changed. What is new and different and
makes people really excited is that computer games can now
be used for primary learning of really hard subjects,
including people management, difficult-to-learn software,
complex financial products, and intricate social interactions
[24].
GBL is increasingly used for the following areas [25],
[26]:
 Material that is dry, technical and boring
 Subject matter that is really difficult
 Audiences that is hard to reach
 Difficult assessment and certification issues
 Complex understanding process
 Sophisticated what if analyses
 Strategy development and communication
 Increasing the learning interest and motivation of
students
Game-based learning makes people feel as if they are
playing computer games. In the learning process, we
observe two important elements which are interesting and
fun. Actually, games can help learners to being in an
effective learning environment that is at ease and with
stronger learning motivation [27], so that learners can use
digital game-based learning to develop the basic techniques
and knowledge in specific fields necessary in the digital
technology age [28]. Children also believe that digital
game- based learning helps them to learn faster, and have
greater interest in focusing on learning topics. We believe
that game-based learning can considerably help middle
school science, technology, and mathematics education
[6].Most students for example feel that mathematics is a
difficult subject, and many students lose their learning
motivation in response to the repetitive and monotonous
mathematical learning in the classroom, having lost morale
for learning mathematics [29]. If it is possible to use digital
game-based learning for mathematics, students not only
think that mathematics has become more interesting, but
also teachers and parents think that if students use games
to learn mathematics, it can effectively enhance their
mathematical knowledge and abilities [6].
III. COMPARATIVE ANALYSIS
The purpose of this section is to analyze the difference
among gamification in education and GBL in many
compromising categories.
Gamification is turning the learning process as a whole
into a game, while GBL is using a game as part of the
learning process.
Gamification turns the entire learning process into a
game. It takes game mechanics and gameplay elements and
applies them to existing learning courses and content in
order to better motivate and engage learners. Examples of
these mechanics include: Achievement badges, Points,
Leaderboards, Progress bars and Levels/quests. In theory,
one can gamify any activity, not just learning ones. Indeed,
everything from fitness apps to LinkedIn profile pages can
and have been gamified to increase user participation and
engagement. Unlike gamification, game- based learning
relates to the use of games to enhance the learning
experience. Educators have been using games in the
classroom for years.
All of the studies in education/learning contexts
considered the learning outcomes of gamification as mostly
positive, for example, in terms of increased motivation and
engagement in the learning tasks as well as enjoyment over
them. However, at the same time, the studies pointed to
negative outcomes which need to be paid attention to, such
as the effects of increased competition, task evaluation
difficulties, and design features [21].
Gamification is different from Learning Based Games
because it takes the entire learning process and turns it into
a game. To do this instructional designers will use game
design elements which are digital objects and elements
that make an experience game like. Examples of
gamification design elements include: fixed rules, negative
consequences, ranks, player effort, reputation and variable
outcomes. Instructional designers will also use game
mechanics and game thinking. Game mechanics are rules
and feedback loops which include tactics like point systems,
leaderboards, levels, rewards and time constraints. Game
thinking, on the other hand, aims to create immersive
experiences like storytelling, challenges and requests.
This is where it gets slightly confusing because learned
based games also use the aforementioned gaming
mechanics, elements and thinking. The difference is that
learning based games will turn a singular learning
objective from an e-learning course into a game
whereas Gamificaiton takes the entire eLearning process
and turns it into a game. Table I helps to further
distinguish Gamification and game based learning for
further clarification.
TABLE I: COMPARATIVE ANALYSIS TABLE
Comparison
points
Gamification in education
Game based learning
Educational game
Concept
Gamification is the idea of adding
game elements of a non-game
situation. They reward users for
certain behaviors.
Use of games to enhance the
learning experience
Are designed to help
people to learn about a certain
subject, expand concept,
reinforce development,
understand historical event or
culture.
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134

Objective
Learn a motivation from
game
To achieve in the game
motivate students
For teaching the basic and
certain subject
Challenge
Looking for a new way to
approach challenges
Challenges are part of the
game must be solved.
May or may not
Character
Player avatar weak story
Characters situation
Narrative , characters
Techniques
1.Progressing to different
levels 2.Scores 3.Avatars
4.Virtual currencies 5
.Competition with friends
1.Motivation 2.Relevant
practice 3.Specific timely
4.Story, emotional 5.Game
goals , challenges
1.Learninig 2.problem
solving 3.Adaptation
4.Interaction 5.enjoyment and
pleasure.
Benefits
1.Better Learning
Experience 2.Better
Learning Environment
3.Instant Feedback
4.Prompting Behavioral Change
5.Can Be Applied For Most
Learning Needs
1.Increases A Childs
Memory Capacity
2.Computer , Simulation Fluency
3.Helps With Fast Strategic
Thinking , Problem-Solving
4.Develops Hand-Eye
Coordination
5.Skill-Building (e.g. map
reading)
1.Motor Skills 2.Social
Development 3.Focus and
Memory 4.Self-Esteem
5.Creativity
Rewards
Earn experience points and level
up
Intrinsically rewards,
Losing may or may not be
possible because the point is to
motivate people to take action
and learn.
Scoring points
Levels , costs
Cheaper , easier
Expensive , hard
All levels, expensive
Content
Features are added to the
LMS or any other system.
Usually morphed to fit the story
and scenes of the game
a structured, competitive
activity, game played within a
context of a story or a created
history.
Examples
Joanne Chen, Lifesaver,
Ashi Tandon, Alphonso
Hendricks, Bob Kaart, Christina
Stephenson,Nick Russell
SimCity, Civilization,
World of Warcraft,
Mineraft, and Portal
Body parts, color reactor,
Dragon Box, Code Spells,
Scribble Naughts
IV. CONCLUSION AND FUTURE WORK
This paper aimed at clarifying the importance of using
new trends in education. We have noticed that creating an
effective educational game entails much more than simply
creating an engaging game and building in age-
appropriate educational content. Through
gamification,
we
can not only create a mindset that encourages students to try
new things and not be afraid of failing, but also can enable
students to engage in enjoyable experiences for the purpose
of learning. In addition, gamification is an innovative
approach to learning, as new technologies and applications
are continuously emerging, it is still developing. Further
studies shall continue to examine the new mechanics and
new applications associated with emerging gamification
technologies [20]. However, the most important goal of any
digital game-based instructional material is to increase
learning. Compared with traditional lectures, digital game-
based approaches can indeed produce better learning effects,
which underscore the need to develop appropriate
instructional materials [6]
The next generation of jobs will be characterized by
increased technology use, extensive problem solving, and
complex communication. These are skills that go beyond
typical reading, writing, and arithmetic of years past. It’s not
only what students need to learn, e.g. shifting, but also how
and when they learn. Students are growing up with laptops,
tablets, cell phones, and video calls, and they expect to use
this technology in their daily interactions [10].
As a result, gamification is touted as a next generation
method for marketing and customer engagement in popular
discussion. The usage of game elements or game mechanics
design depends on the systems main contexts and purposes.
In general the most used elements in gamified applications
are feedbacks, leaderboards, points, and levels. The key
advantage of gamification is the low cost of development
and the possibility of making learning content more
delicious or interesting using game elements. In traditional
instructional methodology where the lecture classes are
perceived to be boring by students, the gamification
technology has a great advantage to solve the problem [30].
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Rula Al Azawi is Senior Lecturer and programme
leader of computer science department in Gulf Collage
affiliated with Stafford Shire university/UK, where she
has been since 2005. She received a B.Sc. from Al
Mansourl University in 1995, and a M.Sc. in software
engineering from National Computer Center/ Higher
Educational Institute of Computer and Information
Research in 2000. She received her Ph.D. in Intellegent
Software Engeering from De-Montfort University / UK in 2015.
She has over fifteen years of teaching experience. Ten years of which as
senior lecturer with proficiency in teaching several computer science topics
of UK modules. Five years as a lecturer in Jordan and Iraq. Actively do
researching in the areas of serious games, educational games, game
development methodology and Agent Oriented Software Engineering
(AOSE) and their applications on the game domain. Furthoremore, she has
worked in Quality Assurance to create Self Evaluation Document (SED) for
computing department and with Ministry of Higher Education in Oman.
Mazin Albalushi is an Omani mobile developer. He has four years of work
experience. He is a student in Gulf College affiliated with Staffordshire
University/UK and will graduate in 2016/2017. He is aiming to be a
spectacular and innovative and one of the best app programmers.
Fatma Alfuliti has four years’ experience of computer science. She is a
student in Gulf College affiliated with Staffordshire University/UK and will
graduate in 2016/2017. She has experience of mobile application. It aims to
excel in creating innovative applications and creative.
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