The Instructional Power of Game-Based Learning and simulation in a K-12 school in the United Arab Emirates

Abstract

Psychologists have often emphasized the need to incorporate games into the school curriculum as a way of providing learners with opportunities to develop skills in all aspects of the curriculum. Accordingly, these games offer learners an avenue to release their mental tension resulting from rigorous academic engagement in the classroom. Studies have indicated that the learning process can be made more engaging for learners when games are incorporated into the teaching and learning process. This study examine the instructional power of game-based learning and simulation in a K-12 setting and seeks to provide insight as to whether game-based learning would be an emphatic method that could be used for teaching and learning. Researchers have argued that game-based learning creates a sense of motivation for learners. Therefore, this study explores the distinct features of game-based learning which learners consider to have helped enhance their learning. The findings of this study demonstrate that the use of game-based learning as an instruction method is effective in the teaching and learning process. It has the ability to engage and provoke learners’ interests. Its experimental nature allows learners to participate fully in class work as highlighted in this study. If gamed-based learning is to be implemented effectively, teachers would need to develop teaching content that incorporates games since this is a practical learning approach which helps learners to retain teaching content. The study also discusses implications for educators who would be equipped with designing and developing curriculum content where the key pedagogical emphasis is on the importance of instructional methods that would allow the integration of games.