General View about Games based Learning: Literature Review

Ghaliya AlFarsi

1,2

, Ragad M. Tawafak

2,3

, Abdalla ElDow

, Sohail Iqbal Malik

, Jasiya Jabbar

Abir Al Sideiri

College of Graduate Studies, Universiti Tenaga Nasional, Information Technology department, Malaysia

AlBuraimi University College, Buraimi, Oman

Faculty of Computing, Universiti Malaysia Pahang, Pahang, Malaysia

Keywords: Game in learning; Artificial Intelligence; Academic Performance; Student motivation.

Abstract: We are living in the age of technology, where everything is developing and spreading fast around us. In

recent years, new technologies increased in the field of Education to develop and improve student

performance in every area of their program. However, still, games-based learning was not in a hotspot filed

of educations not profoundly discussed. The purpose of this study is to generate a literature review about the

different learning method which help students to enhance their learning study. The process is how many

studies motivated students to improve their performance by searching key focused on the game application

for learning because it's more fun for students. The paper outcome prove the needs to use game-based

learning that help students to share their information, knowledge, and feedback on the educational process.

As a result, this review paper reveals and have proven to be an effective way to provide a suitable

environment for motivating students to learn; it raises the student's level of Education.

1 INTRODUCTION

An application game defined as an electronic game

where all joined participants follow certain policies

and clear rules. Chu, & Fowler, (2020) discusses

educational games that use games to support

education and learning as shown in Figure 1. The

game is a support tool that complements traditional

teaching methods to enhance the student skills and

experience as an assistance tool work in parallel

with normal teaching to improve critical thinking

and student creativity (Blanié, Amorim, &

Benhamou, 2020; AlFarsi, & ALSinani, 2017).

Figure 1: Game-Based Learning

Learning should not be considered boring and

does not mean that students learn concepts through

repetition or padding and memorize them with

understanding (Lameras, Arnab, Dunwell, Stewart,

Clarke, & Petridis, 2017). Some teachers have

started using online platforms to help with education

(Tawafak, Abir, Ghaliya, Maryam, Sohail, and

Jasiya, 2019; Tatnall, 2020) therefore, learners or

students can participate as online with a lot of

offered activities and use the peer-to-peer interaction

with students. This type of learning can improve a

student's educational performance, but it can be

difficult to increase educational motivation

(Tawafak, Awanis, and Ruzaini, 2019; Thawonmas,

Togelius, and Yannakakis, 2019.). Therefore, how

students are interested in the course and their

willingness to develop their knowledge has become

a new important field to the researchers and

programmers.

From the previous studies using video game in

educations were found slightly effective instructions

for teaching mathematical course in schools (Tokac,

Novak, Thompson, 2019). Game-based learning

used and recommended for student who studies with

low self-esteem and they needs a lot of method to

improve their management skills (Vásquez, Peñafiel,

Cevallos, Zaldumbide, and Vásquez, 2017).

Alfarsi, G., Tawafak, R., ElDow, A., Malik, S., Jabbar, J. and Sideiri, A.

General View about Games based Learning: Literature Review.

DOI: 10.5220/0010304800003051

In Proceedings of the International Conference on Culture Heritage, Education, Sustainable Tourism, and Innovation Technologies (CESIT 2020), pages 139-145

ISBN: 978-989-758-501-2

139

However, fewer applications related to games in the

educational fields? Therefore, this study tries to

decrease this gap and design a literature review to

highlights the applications related to the use of

games in education (Yorozu, Hirano, Oka, and

Tagawa. 1982).

2 GAME-BASED LEARNING

In the traditional university courses at designed, still

follow the policy to constant memorization and

recitation when learning the course material for most

students, especially course programming that is a

bottleneck for students doing homework (ALFARSI,

M, & ALSINANI, 2017). Therefore, students lost

faith in the curriculum, and as a result, learning

incentives diminished, giving up Chu, & Fowler,

(2020). To overcome this collapse, this study will

investigate among studies that give attention to use

games as a tool to help students understanding and

motivating them to keep online learning as shown in

Figure 2 (Tawafak, Sohail, and Ghaliya. 2020;

Troussas, Krouska, and Sgouropoulou, 2020). Figure

2 shows a variety of technologies used to enhance

the learning and game-based learning is an essential

part of the educational process. This allows students

to self-learn their course-related knowledge, so they

can win the next game and improve their learning

effectiveness.

Figure 2: Game-Based Learning applications and usability

in Life

Game-Based Learning in educational strategies

studies use this facility in learning especially with

complex courses Blanié, Amorim, & Benhamou,

(2020) Of these, education stimulus was often used

as an educational strategy to improve learning

outcomes (ALFarsi, Jasiya, Ragad, Sohail, Abir,

Maryam, and Hidayah, 2020). Also, game-based

learning aims to develop enthusiastic learners,

motivate and engage students, reduce monotonous

learning methods, and help students focus, self-

esteem, and memory. Various types of educational

games are applied and used in educational

institutions, schools, and homes (ALFARSI, M, &

ALSINANI, 2017). The use of games in education is

primarily focused on improving critical thinking

skills while teaching specific topics by allowing

students to think outside the box while adhering to

the rules. Other games can be used to limit the

improvement of knowledge on a particular topic,

and the most popular are math games (Frey, Fisher,

& Smith, 2019; Tawafak,., & Romli, Ruzaini , and

Sohail, 2019) .

2.1 Game-based Learning Advantages

1. Using games in educational education to help

students remember is to encourage students to

actively participate and to remember what

they have learned. Learning does not mean

memorizing, but students can use the game to

memorize important points that can be applied

in real situations through exams (Tawafak, &

Romli, Ruzaini and Sohail, 2019; Mathew,

Malik, & Tawafak, 2019; Alfarsi, Jasiya,

Ragad, Abir, and Maryam, 2019; Tawafak,

2019).

2. Because we live in a world dominated by

innovation, our ability to use optics and

computers is very important. Students can

prepare for the work world by learning visual

and computer skills through games (Pea,

1992).

3. Help to improve critical thinking and problem

solving through a sequence of rules and

conditions of the game (Mathew, Malik, &

Tawafak, 2019; Pea, 1992).

4. Using games that are useful for students with

attention disabilities is a fun way to learn, so it

can attract students' attention. Studies have

shown that web-based games can help with

children's attention problems (Clustering,

2019; Tatnall, 2020).

2.2 Game-based Learning

Disadvantages

However, educational games have drawbacks that

need to be addressed (Tatnall, 2020; Tatnall, 2019).

1. If a teacher has no control over such an

environment, it becomes difficult to provide a

platform for students to play review games.

2. Students can access other harmful platforms.

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140

3. Some student can lose the interconnection and

interacting with normal life

4. Keep continuous use of these applications can

affected negatively to the health in risk with

eye strain and backbone pain.

5. Some kind of assistance equipment's can be an

expensive device.

3 LITERATURE REVIEW

This section will present some literature review

articles that belong to the paper title and only review

the papers related to game-based learning. (Khan,

Ahmad, & Malik, 2017). were mentioned several

experiences in research on game-based learning

applications to increase student engagement, and

students have done to measure the effectiveness of

games and education. therefore, give education to

students who don't have games and note the low

student engagement (Alfarsi, Sulaiman, Tawafak,

Malik, Jabbar, & Alsidiri, 2019; Calabor, Mora, and

Moya, 2019). Then, when some games were added

to the learning, many students participated, became

more active and interested in studying. Several

educational studies use game-based learning to help

students learn. Of these, education stimulus was

often used as an educational strategy to improve

learning outcomes. The purpose of this type of

game-based learning is to stimulate the learner's

learning motivation rather than the main focus of the

instructional instruction. (Ketelhut, & Schifter,

2011) said that in a recent educational environment,

the game-based learning environment has the

following characteristics:

1. Use the game method to motivate students to

rethink their original knowledge

2. This game provides instant feedback to help

teachers understand the student's actual

teaching progress and make various

suggestions promptly

3. Through the game, students can share a lot of

information and acquis knowledge.

4. Learning through games can ensure that

students are not bored by comfortably facing

learning.

5. The game usually comes with discussion and

social networking activities.

Figure 3 shows the usability of work with game-

based to improve the effectiveness of AI. Also,

Figure 3 highlights the powerful of technology

development especially in game-based learning to

influence significantly on social impact and

educational development. Competitive learning takes

place within the framework of organized activities,

where students compete with each other for a specific

purpose and can only be rewarded if they outperform

their peers in the competitive process (Stahl, & Stahl,

1991).

Figure 3: Artificial Intelligence in General

Competitive learning is suitable for students

especially with game-based learning that to compete

with each other and improve student learning

effectiveness (Tawafak, Awanis and Ruzaini, 2019).

To support the teaching and learning process,

teachers provide additional marks or other rewards

for those used game-based to enhance the student's

competitive needs (Tawafak, Awanis and Ruzaini,

2019). (Guillén-Nieto, & Aleson-Carbonell, 2012).

Discuss the importance of gaming in education as the

potential benefits of using educational entertainment

to complement the trends of the regular semester are

guaranteed. The basic rule for developing an

educational game plan is to revive motivation

(Guillén-Nieto, & Aleson-Carbonell, 2012).

The placement of the educational game is a

special effort to achieve the goal of the educational

game to ensure that the educational activity can be

used for educational activities together with the

coordinating part of the educational process. The

most important thing in preparing an educational

game is to gather reasons for training, refine the

educational spirit, and separate the game (Tawafak,

Awanis, Sohail, Mohanaad, and Ghaliya, 2019).

(Tawafak, Awanis, and Maryam, 2019; Tokac,

Novak, and Thompson, 2019). Most researchers

discuss the importance of games in education as they

help to enhance student learning by competing with

other students to enhance student love for learning

and achieve more success (Tawafak, Awanis, and

Maryam, 2019; Calabor, Mora, and Moya, 2019).

In conclusion, all these studies used game-based

learning as the first indicator to motivate students to

General View about Games based Learning: Literature Review

141

increase their knowledge and to enhance their

academic performance. however, still these studies

missed the easy mechanism of presenting a course to

encourage the students to engage in game-based

learning. also, what's are the general factors

determined to highlight the learning process towards

game-based learning.

4 METHODOLOGY

This mission aims to avoid tedious routine

educational resources for students, maximize

students' desire for study, and provide a pleasant

learning environment that fits their game style. This

method activates the Google engine has used and got

numerous books and studies related to the topic

(Games for Education Enhancement).

The total collected papers reached more than

3000 articles and 600 books on the selected subject.

after filtering them from duplications, reports,

catalogs, at the final step 6 papers used in the above

literature review. Some studies include a student

questionnaire explaining the importance of

motivating students through games that support

education. A pilot study used in each article to test

and validate the student's motivation and enhance

their performance (Tawafak, Awanis and Maryam,

2019).

All surveys derived from strongly related papers,

revised by experts in the game programming field

and grammatical languages (Tawafak, Awanis and

Ruzaini, 2018; Pellas, Fotaris, Kazanidis, and Wells,

2019). Then survey validation by checking the

quality and the connection between the questions and

the level of understanding the main point from each

question is clear enough to give the right feedback.

Figure 4 show the steps of collecting data and the

ways of finalizing the work in each step of 6 phases

of development. The method started by

understanding the business requirements determined

by scheduling planning and identifying the problem

of the project that is to identify papers to conduct a

literature review on game based learning. Next phase

is data collection that is searching related papers in

game based learning. Third, data preparation,

modelling data to which type of method and most

common used through parallel versions development

to get sufficient outcomes in a proper time schedule.

Then analyse these collected data through evaluation

process where the sample of papers were selected

from about fifty related works.. Finally, deployment

of the results as a review on all papers related to the

aim of this paper.

Figure 4: General Method of AI relevant data

5 DISCUSSION

The use of digital games has great potential in higher

education as a way to provide active, fun, and

engaging online education. According to the previous

research data analysis, the results show the

improvement of students' interest in using game-

based. Even though the participants were limited in

that universities with its student of selected courses

and sections.

The improvement level was about 15% more than

the normal class in programming courses, while the

improvement limited to less than7% in complex

courses even in mathematical courses (Tawafak,

Muamer, Ruzaini, Mohanaad, and Vitaliy. 2018;

Pellas, Fotaris, Kazanidis, and Wells, 2019). Both

students and teachers have found an effective way for

this game to develop and enhance a lecture-themed

situation and encourage experimentation with new

skills.

Another beneficial result from the gaming

experience helped build the relationship and cohesion

of the student team, which was especially valuable

since the start of the game early in the semester and

there was a lot of team activity and results later in the

course (Alfarsi, Sulaiman, Tawafak, Malik, Jabbar,

& Alsidiri, 2019).

For example, in the financial cycle, a place can be

a bank and an ATM, in a marketing cycle it can be a

retail seller, and in the liberal arts, you can choose

historical monuments and libraries. After that,

teachers must carefully build challenges that meet the

course's learning goals. The fun and competitive

aspect of the game should translate well into other

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142

fields. The authors also believe that the approach and

results are relevant and beneficial outside of the

higher education sector, for example in areas such as

the company environment, new employee education,

and employment (Alfarsi, Jasiya, Ragad, Sohail,

Abir, and Maryam, 2019).

Portable digital games can improve both "hard"

skills (eg skills or job-specific skills) and "soft" (eg

teamwork) by adding complementary motivational

elements (eg fun and competitive). Official training

method. Alternatively, this particular game can be

played by an individual or student pairs. This reduces

coordination issues for large teams (Ketelhut, &

Schifter, 2011; Brezovszky, McMullen, Veermans,

Hannula-Sormunen, Rodríguez-Aflecht, Pongsakdi,

Laakkonen, and Lehtinen, 2019).

If the coach sets a large and continuous-time at

his disposal, such as a 3-hour time slot, you can even

play the game at the same time. However, teachers

should be careful when estimating how long it will

take for the time to play the game to complete until it

is needed to complete the game task. Finally, for all

digital games, it's important to pay attention to the

learning curves that students face when using

technology and take appropriate steps to reduce

technical barriers.

6 CONCLUSION

There are many opportunities to implement the

concept of the game in education, and there are many

types of games available in the learning process,

including problem-solving, practice, simulation,

puzzle, and educational games. In this paper, the

main purpose was to highlights some of the literature

reviews by analyzing 6 core-papers. Also, the

literature review determined the studies related to

game-based focused on the rapidly emerging learning

paradigm and practice using computer games and

encouraging the learning process, which determined

positively for both of students and teachers in their

experience.

This review of general game-based learning

summarizes some of the benefits of applying game-

based learning to improve student performance.

Social game mechanics increase student motivation

and learning needs, develop stronger relationships

with team members and colleagues, and ultimately

help the knowledge discovery process. The

methodology, explained in common figure to show

the six phases to follow through any system

development to enhance a game-based. In general,

we need to combine traditional gaming frameworks

with clear pedagogical elements to help students

achieve their full educational potential. In

conclusion, we hope that educational institutions will

introduce game applications to improve learning.

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