As students become more immersed in technology-driven lifestyles, traditional teaching methods often struggle to capture their attention or stimulate their motivation. This challenge has led educators and researchers to explore innovative strategies that resonate with today’s digital generation. One such forward-thinking approach is Game-Based Learning (GBL) a method that integrates gaming elements into educational contexts to foster deeper engagement, stronger motivation, and improved learning outcomes among learners of all ages.
Leading this exploration is Dr. Ben Bander Abudawood, whose recent research offers compelling insights into the effectiveness of GBL in higher education. Conducted at a major university in London, Dr.Abudawood’s study involved 200 undergraduate students from diverse academic backgrounds and disciplines. The students were divided into two groups: one experiencing traditional teaching methods and the other engaging with game-based instruction. The course at the center of this study focused on Singapore’s historical and economic development, offering a unique case for assessing how interactive learning tools could enhance student outcomes and academic performance.
The results were striking. Students who participated in game-based learning activities reported higher levels of engagement, felt more motivated to attend and contribute to class sessions, and demonstrated improved problem-solving skills and teamwork. The integration of competitive and collaborative games not only made learning more enjoyable but also enhanced understanding and retention of course content.
These findings underline GBL’s capacity to convert passive learning environments into active, student-centered experiences that encourage participation, creativity, and persistence.
However, Dr. Abudawood also addressed important challenges in implementing GBL at scale. One major barrier is the lack of institutional resources including technology infrastructure and trained faculty to support game-based tools. Additionally, finding the right balance between the entertaining nature of games and the educational rigor required for academic success remains a complex issue. Another concern is the assessment of learning outcomes. Traditional testing methods often fall short in evaluating the full scope of skills and knowledge developed through GBL, such as critical thinking, collaboration, and adaptability in dynamic learning environments.
To overcome these hurdles, the research suggests several key recommendations: universities should invest in faculty training to equip educators with the skills needed to design and implement effective GBL strategies; they should also collaborate with professional game developers to create tailored educational tools aligned with curriculum goals. Finally, continuous feedback from students and educators must be used to evaluate and refine GBL approaches, ensuring they remain effective, inclusive, and relevant in evolving educational landscapes.
Dr.Abudawood’s work is not only timely but also deeply impactful, offering practical solutions for a pressing issue in modern education. His findings provide a strong case for educational institutions to rethink their approach and consider how game-based strategies can help bridge the engagement gap for digital-native students and ultimately improve long-term learning outcomes.
This important research was also featured in Dr. Ben Abudawood’s participation with his paper titled “Assessing and Engaging the Digital Generation: A Research Poster on Game-Based Learning Strategies in Higher Education” at the Bath Spa University Learning and Teaching Symposium on July 11, 2024, where it drew attention for its originality, practical significance, and relevance in shaping the future of higher education.