Engaging Students in the Learning Process with Game-Based

International Journal of Technology in Education (IJTE) is affiliated with

International Society for Technology, Education, and Science (ISTES): www.istes.org

www.ijte.net

Engaging Students in the Learning Process

with Game-Based Learning: The

Fundamental Concepts

Surattana Adipat

Ramkhamhaeng University, Thailand

Kittisak Laksana

Ramkhamhaeng University, Thailand

Kanrawee Busayanon

Ramkhamhaeng University, Thailand

Alongkorn Asawasowan

Ramkhamhaeng University, Thailand

Boonlit Adipat

Ministry of Digital Economy and Society, Thailand

To cite this article:

Adipat, S., Laksana, K., Busayanon, K., Asawasowan, A., & Adipat, B. (2021). Engaging

students in the learning process with game-based learning: The fundamental concepts.

International Journal of Technology in Education (IJTE), 4(3), 542-552.

https://doi.org/10.46328/ijte.169

The International Journal of Technology in Education (IJTE) is a peer-reviewed scholarly online journal.

This article may be used for research, teaching, and private study purposes. Authors alone are responsible

for the contents of their articles. The journal owns the copyright of the articles. The publisher shall not be

liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever

caused arising directly or indirectly in connection with or arising out of the use of the research material. All

authors are requested to disclose any actual or potential conflict of interest including any financial, personal

or other relationships with other people or organizations regarding the submitted work.

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

International Journal of Technology in Education

2021, Vol. 4, No. 3, 542-552

https://doi.org/10.46328/ijte.169

542

Engaging Students in the Learning Process with Game-Based Learning:

The Fundamental Concepts

Surattana Adipat, Kittisak Laksana, Kanrawee Busayanon, Alongkorn Asawasowan, Boonlit Adipat

Article Info

Abstract

Article History

Received:

02 February 2021

Accepted:

25 June 2021

A new approach to learning in the form of educational games has been adopted

in recent years, especially in English language teaching. The educational game

learning approach used to teach English to non-native English-speakers who use

English as a second or foreign language has recorded great success. This study

provides an innovative framework for the adoption of the educational games

learning approach at university. This is done to ensure lifelong learning and

interdisciplinary learning opportunities for students. The study introduces social

skills and knowledge training to address topics of gaming and learning. It

describes the point at which learning is expected to occur and the role that game

elements play in relation to student engagement and educational gaming content

interaction. The study further describes the principles governing collaborative

learning which are the key pillars for acquiring cognitive and social skills. The

contribution of game-based learning is further linked with mindset improvement

and growth. The study further examines three theories that are essential to the

development of the game-based learning approach: narrative-centered learning

theory, problem-solving theory, and engagement theory. Upon providing the

theoretical underpinnings, teachers’ perceptions towards the game-based learning

approach are further addressed in the paper. The advantages and disadvantages

of game-based learning are also discussed.

Keywords

Game-based learning

Digital games

Technology

Collaborative learning

Introduction

Game-based learning is a method of obtaining new concepts and skills through the use of digital and non-digital

games (Grace, 2019). The application of games in education can foster notable improvements in both learning

and education outcomes (Kula, 2021; Syafii, 2021). According to Boctor (2013), the process by which the

game-based learning approach supports learning comprises two steps: First, games can motivate students to

combine knowledge from various disciplines and utilize it in decision-making processes; and second, students

can test how game outcomes change based on the choices and decisions they make. It also allows students to

communicate with other participants and discuss game-related moves; this increases coordination which, in turn,

improves social association skills.

International Journal of Technology in Education (IJTE)

543

Problem-solving skills are essential for adaptation to society, and game-based learning has emerged as the best

method of improving such skills; for instance, Han (2015) found that learning through interactive sessions helps

students learn more and improves their problem-solving cognitive abilities. Game-based learning, by

coordinating several capabilities into the learning process, is also considered to have the ability to increase

students’ engagement Moreover, students who play educational games show, when compared to students who

do not play such games, better educational gains in various subjects, including in regard to understanding the

English language (Boctor, 2013). Thus, integrating learning with a game-based approach can be an effective

means of harmonizing teachers’ and students’ preferences. In short, game-based learning contributes to

improving students’ engagement, coordination, and creativity.

Games and Learning

Game-based learning is designed to balance theoretical content and learning through the use of games. Game-

based learning allows students to explore rigorous learning environments and concepts and targeted learning

outcomes (Chen et al., 2018); this is especially effective in the context of the English-language learning

environment (Mozelius & Hettiarachchi, 2017). Games should be designed to ensure that the students can repeat

the cycles within the game context without becoming bored. Further, a good educational game should, during

such states of repetition, elicit desirable behaviors in students; this can be achieved through fostering certain

emotional and cognitive reactions to interactions with and feedback received from the game (Boctor, 2013).

Between games, a debriefing process and a review of learning outcomes should be implemented (Mozelius &

Hettiarachchi, 2017). Post-game debriefings allow the teacher to establish a connection between the game and

the real world. It also creates an association between occurrences within the game and those of real life, thereby

connecting the students’ understanding of the game to education (Bundick et al., 2014).

Game-based learning programs should provide students with the capacity to be involved in their education, and

to reflect on, understand, and apply the acquired knowledge in real life (Boctor, 2013). The adoption of an

adventure approach in educational games can be effective in this regard. Educational adventure games are

purposefully designed to provide “edutainment” (a mix of education and entertainment); such games are

generally complex and feature clear demonstrations of deterministic problems (Bundick et al., 2014). For

instance, in adventure games, problems are often part of the game, and players must find solutions to these

problems in order to advance in the game. Thus, players’ in-game decisions can have direct consequences on the

game’s progression, meaning the player is in control of the game. In adventure games, the puzzles can be

difficult to solve, but it is not difficult to try different possible solutions (Bundick et al., 2014). Importantly,

Boctor (2013) noted that the learning process associated with adventure games can improve players’ general

ability to identify solutions to problems.

Whether a game qualifies as educational depends on several aspects. According to Plass et al. (2015), the

characteristics of an educational game are essentially determined by its interactivity aspects, while others, such

as Boctor (2013), provide a more specific definition, suggesting that dynamic visuals, regulations, objectives,

and interaction features are the defining characteristics of educational games. Hwang et al. (2016) further argued

Adipat, Laksana, Busayanon, Asawasowan, & Adipat

544

that educational computer games are anchored on the aspects of fantasy, curiosity, challenge, and control. Here,

fantasy represents the scenarios in which the games are set. The fantasy aspect creates greater interest among

students and increases their learning efficiency (Hwang et al., 2016). Regarding curiosity, along with the games’

non-deterministic outcomes, the continuous introduction of new information can sustain students’ interest in the

game. Regarding challenge, the games should be timed and played under specific confines. Finally, for control,

as in real life, participants must adhere to certain rules, whether they are the system rules that define the game

world, or procedural rules that relate to possible actions. In this way, educational games create second-order

reality for participants.

Pho and Dinscore (2015) stated that game-based learning is not superior to other learning approaches in terms of

educational potential, but that it has a greater potential to enhance motivation and increase student interest in the

subject matter. Contrasting with this assertion, other researchers have established that students are better able to

retain knowledge learned through game-based approaches than that encountered through other learning

approaches, but that this is dependent on the domain in question; interdisciplinary topics that require skills such

as critical thinking, interpersonal communication, and debating are those that are associated with the greatest

game-based learning advantage (Kucher, 2021).

Games and Collaborative Learning

According to Dichev and Dicheva (2017), collaborative learning is an established component of the learning

process, and the game-based education approach is the most effective method of ensuring collaborative learning

among students. Collaborative learning involves students obtaining knowledge through sharing information with

the class community, and the use of technology in learning is known to encourage students to be more

interactive and less passive during learning sessions. Game-based learning also provides a constructivist

learning environment in which students utilize existing skills to solve problems relating to the subject matter in

question; game-based learning can also help students process and decode essential information for

understanding learning materials. Thus, game-based learning affords students opportunities and structures to

engage more strongly with the education process. Through game-based learning, students can exchange

information and ideas with each other, and collaboratively perform simple tasks and solve challenges.

Moreover, Boctor (2013) pointed out that game-based learning converts teachers into participants in and

teachers of the learning process; this contrasts with the traditional method of imparting a repository of

information to passive students who may often be uninterested and inattentive.

Games and Growth Mindset

Kühn et al. (2019) suggested that the keys to triumphing in video games are determination, resourcefulness, and

problem-solving skills. When players begin to play a game, they fully expect to make some mistakes and to

require perseverance to negotiate difficult levels, perhaps needing to replay levels repeatedly before successfully

progressing beyond them. This ability to retry levels creates a sense that there is no such thing as failure in video

games (Schaaf & Mohan, 2016). When comparing this with basic classroom learning, it is notable that students

International Journal of Technology in Education (IJTE)

545

require the same kind of resolve to learn how to solve class-based problems. Determination and tenacity could

be considered the foundations of a progressive mindset, which is based on cognitive flexibility, problem-

solving, and pattern recognition.

Wu (2015) reported that most youths play digital and/or non-digital games outside the classroom. Wu (2015)

also reported that almost 94% of teenage girls and 99% of teenage boys spend an estimated 7–15 hours per

week playing video games. The popularity of such games among children and youths has led to game-based

learning being proposed as a learning tool for educating young people and developing their growth mindset

(Boctor, 2013). A growth mindset develops when students who have experienced failure are encouraged to

persist and do better (Dostál, 2015). Students with a growth mindset are, therefore, willing to attempt a task

repeatedly until they achieve the desired outcome. Such benefits of game-based learning further incentivize the

incorporation of digital and/or non-digital game elements into classroom learning environments.

Unlike studying, games are primarily designed to be enjoyable and to encourage players to continue playing.

The principal structure of many games is based on interchanging disappointment and victory. For this reason,

game-based learning can represent a practical tool for developing a growth mindset. Games retain students’

interest and develop their commitment because the activities are fun, which helps students remain positive even

if they are unsuccessful (Rowe et al., 2011; Taub et al., 2017). Students may not achieve their final desired

objective immediately, but since they can identify the progress they have made in the game, they are encouraged

to try again in an attempt to improve their performance.

When integrating game-based learning in a class, the games must be structured and employed appropriately;

otherwise, they will not have the anticipated effect. For example, some games might include calculation aspects

but not necessarily be educational (Pho & Dinscore, 2015). It is the teacher’s responsibility to select suitable

games that feature the correct concepts for their students; for instance, games employed to help students

complete mathematical problems must have sufficient accuracy in terms of calculation solutions. Moreover, for

game-based learning to have the intended learning impacts, teachers must choose easy-to-follow and

straightforward games (Li, 2017). From the author’s perspective, the common attitude that, when playing

games, repeated attempts may be necessary to complete levels implies that failure in game-based learning is not

treated with the same negativity that accompanies failure in classroom tests. The games can also impart a belief

to students that any challenge can be accomplished.

Theoretical Underpinnings

Three theories are essential to the development of a game-based learning approach model: narrative-centered

learning theory, problem-solving theory, and engagement theory.

Narrative-Centered Learning Theory

Rowe et al. (2015) proposed that the game-based educational approach is dependent on the ideology, which

Adipat, Laksana, Busayanon, Asawasowan, & Adipat

546

concerns intellectual procedures for the formation of narratives. The major principle is the assimilation process,

in which the students are moved to a different environment and time in such a highly compelling form that it

appears real. The students then perform the narrative. By simulating the characters in the game, students actively

make deductions and enjoy impassioned involvement through their interactions with the narrative text (Kühn et

al., 2019). Just as readers employ several perspectives to determine the meaning of a text or reading material,

game players can also employ diverse perspectives to better understand and interact with the game and attain

success in the game. Narrative-centered learning games are educational settings that afford active interchange

between the characters and the plot (Lester et al., 2014). The narrative can represent a dynamic tool for game-

based education, as it relates to the creation of meaning and to students’ engagement in exploring the structure

and learning processes. Narrative-centered theory also asserts that educational games can help create meaning

regarding the disciplinary content of situations that have personal importance for students.

Problem-Solving Theory

Problem-solving abilities are essential in today’s dynamic world. Problem-solving skills increase one’s value to

employers, thereby providing an advantage in the labor market. According to Dostál (2015), solving properly

structured problems is a linear process that comprises two stages: 1) generating a problem space, and 2) devising

a resolution by operating through the problematic space. However, solving problems in a properly structured

space is easier than solving problems that may occur in real-life. For instance, workplace problems are generally

ill-defined and not easy to solve by applying classroom approaches. As a result, creating an environment where

students can solve unstructured problems can increase their ability to solve real-world problems once they leave

school and enter the workplace. Educational games seek to bridge the gap between classroom problems and

real-world challenges. The game-based learning approach helps build problem-solving skills by first providing a

multiple-avenue approach for finding solutions, then assessing students’ problem-solving abilities through

posing ill-defined challenges, and finally allowing students to work collaboratively to solve the challenges.

Engagement Theory

Engagement theory argues that students are better able to retain the concepts they learn if they are afforded

greater involvement in the approach. Engagement refers to a student’s awareness of the qualities of a subject, as

well as their motivation and interest in the subject (Whitton, 2011). Students are asked to select tasks based on

their competencies, and they then initiate actions when allowed; as a result, they become wholly involved in the

completion of assigned tasks. Depending on the educational gaming dimensions involved, student engagement

can be identified by determining the dynamic, behavioral, and/or cognitive engagement aspects they exhibit.

Therefore, game-based learning can increase students’ engagement in the learning process. According to

Whitton (2011), engagement theory proposes three concepts for ensuring effective student engagement in the

learning process: First, the learning process should focus on the collaborative aspects between students. Second,

the learning process should be tailored to project-based activities and assignments. Third, authentic, relevant,

and meaningful out-of-classroom work should be assigned to foster effective student engagement.

International Journal of Technology in Education (IJTE)

547

Teacher’s Perceptions of Game-Based Learning

The main reason for adopting learning-supportive technology is to support and improve students’ educational

outcomes. Therefore, combining traditional and technology-based approaches (in the form of game-based

learning) is highly important for improving students’ motivation to engage with educational material (Wu,

2015). Application of the game-based educational strategy is facilitated by the increasing accessibility of

technology and the increased time students spend playing video games, which has resulted in a gaming culture

that ought to be capitalized upon by the education sector (Wu, 2015).

According to Wu (2015), children exhibit increased levels of contentment when they learn through a mode that

is interactive and fully utilizes their problem-solving cognitive abilities. This implies that applying a

technological approach is the optimal means of achieving classroom contentment. However, most teachers are

not fully abreast of gaming-based approaches to education and, thus, have little appreciation of its potential.

Many teachers exhibit reservations regarding the use of games and, when adapting them for class activities, do

so with little understanding of the game-based learning approach itself. However, this situation is improving

following extensive research indicating the increase in academic performance afforded by gamification in

learning. According to Wu (2015), teachers play a vibrant role in implementing game-based education tactics.

Therefore, it is critical to understand teachers’ attitudes toward the gamification of learning.

Teachers’ primary concern regarding the introduction of technology relates to its interruptive nature, with some

teachers encountering obstacles in this regard when implementing some gaming aspects during classroom

activities (Li, 2017). In addition, some teachers have no prior experience of gaming, which hinders their ability

to adapt it for educational purposes. These two issues result in mixed reactions to adopting educational games in

college-level English education. According to Wu (2015), an individual’s attitude (which reflects their personal

perception) can influence the attitudes individuals with whom they interact. Consequently, understanding

teachers’ attitudes towards technology-based learning is essential for determining their willingness to implement

and adopt gamification in education. To understand these attitudes, one must examine schools’ levels of

acceptance of such technologies (Marti-Parreno et al., 2016).

The implementation of gamification in learning is directly dependent upon school administration, and if a

school’s policy does not allow it, the teachers should not be blamed. Additionally, teachers’ sex can play a role

in their attitude toward learning and gamification. Marti-Parreno et al. (2016) suggested that male teachers

exhibit more positive attitudes toward game-based learning approaches than do their female counterparts.

Teachers’ age is another factor that can determine their attitude toward the gamification of learning; according

to Li (2017), older teachers exhibit reservations regarding using games in education, while younger teachers are

generally enthusiastic regarding its implementation. Can and Cagiltay (2006) examined attitudes toward game-

based learning among teachers in Turkey, and established that most teachers felt that gamification enhanced

students’ cognitive abilities. The study also reported that the students exhibited greater interest in studies that

employed the use of games. This indicates that teachers should seek to employ gamification in most of their

lessons. Despite the positive attitudes exhibited by teachers, however, most opt to use the games as a

Adipat, Laksana, Busayanon, Asawasowan, & Adipat

548

supplementary approach rather than the main teaching model (Wu, 2015). Nevertheless, the Wu’s (2015)

participants unanimously agreed that gamification in learning helps improve student interest and educational

experiences. Meanwhile, despite enhancing students’ literacy, some video games can trigger violent actions in

students due to gratification ideology among players. According to Kühn et al. (2019), increases in school

shootings and killings can be attributed to violent video games. It is, therefore, the duty of teachers and parents

to decide which video games are suitable for educational purposes.

Advantages and Disadvantages of Digital Game-Based Learning

In the past, game-based learning was based on the use of board games, Lego, and card games; however,

technological advancements have led to the employment of digital games in classrooms worldwide, which in

turn, has affected students both positively and negatively (Lester et al., 2017). As the overseers of digital game-

based learning, teachers should apply the best teaching practices to amplify the positive effects of digital-game-

based learning and diminish its adverse effects. According to Bundick et al. (2014), although many people in

modern society view video games as idle activities, studies have revealed that digital-game-based learning has

many positive qualities. Schaaf and Mohan (2016) also ascertained that digital forms of play are as crucial as

physical play in regard to developing students’ socio-cultural, cognitive, and physical growth. However, there

are also adverse effects, especially in relation to playing virtual games. It is advised that teachers strive to

minimize the negative effects while maximizing the positive effects.

Advantages

1) Student Motivation and Engagement

Student motivation and engagement are perhaps the clearest and most powerful reasons for integrating digital

games in the classroom. The games use images, sounds, and colors to foster responsiveness in players; further,

the games are structured to obtain maximum user attention.

2) Teamwork

Personal computers have become increasingly prevalent in the past few decades. Nowadays, almost all students

can afford a tablet or a laptop in class, thereby enabling the employment of widespread digital game-based

learning (Dichev & Dicheva, 2017). The advancement of Internet technologies has also afforded the integration

of devices in institutions, allowing teachers to remotely control students’ devices. This has enabled teachers to

assign complex games to groups of students in which the students can work together over an online medium to

solve the problems and puzzles in question. Playing online demands that students apply teamwork skills, such as

communication and negotiation, to find the best solution to a given challenge.

3) Quick Feedback and Progress Record

Schaaf and Mohan (2017) established that technology used for educational purposes can also provide important

International Journal of Technology in Education (IJTE)

549

data for student progress reports. For instance, a language game such as Duolingo can report scores and progress

throughout the game. These games give students instant feedback and reports on their progress, and also allow

them to return to completed levels to improve their scores/results.

4) Creativity and Lateral Thinking

According to Li (2017), despite the common belief among parents and guardians that playing games is a waste

of time for youths, youths perform copious creative decision-making in modern gameplay. The best example of

games that foster such decision-making is sandbox games, in which the player controls an avatar that can freely

explore a virtual world and make decisions (Hwang et al., 2015). These games build a sense of adventure in the

game and allow the player to make independent decisions; thus, players can learn from bad decisions and avoid

repeating them in the future. To promote resourcefulness and imagination, tutors can set guidelines on how

students should play these games.

5) Risk-taking and Experimentation

Learning through computer-simulated worlds allows students to envision the real-world feasibility of certain

choices, ideas, and structures. For instance, some computer-simulation software allows users to create bridges,

houses, and other structures. Such environments allow students to take risks when designing these simulated

structures, as there is no danger of incurring significant negative effects. If a decision does not work as

anticipated, the student can simply use the “undo” tool or reset the design. This gives the student the opportunity

to take risks and experiment, and also allows them to learn from their mistakes (Marti-Parreno et al., 2016). It is

recommended, however, that the teacher balance computer simulations and reality to avoid twisting students’

perceptions of genuine elements and unrealistic elements.

6) Preparation for Future Jobs

Computer knowledge and computer literacy have gradually become fundamental requirements for many jobs.

To be able to successfully perform such roles, students must be trained in the use of technology (Li, 2017).

Moreover, providing students with good technological knowledge can have a positive influence on the

likelihood of future technological advancement. Providing students with access to technology can allow them to

work, study, and research whenever they need to. The Internet has made high-quality resources available to

everyone with the knowledge and ability to access them. This can help students maintain their curiosity in

technology-related ideas as they advance through learning institutions into college and, finally, into the

professional world.

Disadvantages

1) Hindrance of Physical Play

One criticism of digital game-based learning is that it could contribute to a lack of physical exercise. While

Adipat, Laksana, Busayanon, Asawasowan, & Adipat

550

digital games can present many mental exercises, they fail to provide physical exercise. Playing video games is

a largely passive activity, unlike physical playing (Li, 2017). Therefore, teachers and parents should limit the

time students spend playing video games to a maximum of 1–2 hours per day. They should also ensure that

physical play and sports remain the core of students’ activities (Boctor, 2013); in the long term, this can prevent

health complications associated with physical inactivity.

2) High Equipment Costs

Although digital technology has become increasingly affordable in recent years, it still costs a lot of money. A

school’s ability to afford digital equipment depends on its financial resources. This can create a digital divide,

with some students from financially poorer institutions lacking access to technological equipment that students

at wealthier institutions can afford. Through this, a technological skill difference can grow between students

from different institutions. Students from better-off schools can consequently be better prepared for future

technology-related jobs than those from poorer schools, such as schools in developing nations. This digital

divide could even be present among students in the same classroom.

Conclusion

It could be concluded that the advantages of adding game-based learning to the classroom far outweighs its

disadvantages, which is in complete agreement with Marti-Parreno et al. (2016). For games to be educational

and aid students, they must focus on the content to emphasize hypothetical models and should therefore be

developed by scholars and teachers and be based on good academic philosophies. Teachers must also monitor

game-based learning classes and ensure that when the students fail in a game or lose in a level, the student is not

adversely affected but instead encouraged to do better in future. It is also upon the teachers to teach their

students that succeeding in a game is not the ultimate goal and that they should not look down on their

opponents who lose. The teacher should ensure that the game-based learning engages and motivates students

while also developing a growth mindset.

References

Boctor, L. (2013). Active-learning strategies: The use of a game to reinforce learning in nursing education. A

case study. Nurse education in practice, 13(2), 96-100. https://doi.org/10.1016/j.nepr.2012.07.010

Bundick, M., Quaglia, R., Corso, M., & Haywood, D. (2014). Promoting student engagement in the classroom.

Teachers College Record, 116(4). https://eric.ed.gov/?id=EJ1020319

Can, G., & Cagiltay, K. (2006). Turkish prospective teachers’ perceptions regarding the use of computer games

with educational features. Educational Technology & Society, 9(1), 308-321.

https://eric.ed.gov/?id=EJ836713

Chen, C., Liu, J., & Shou, W. (2018). How competition in a game-based science learning environment

influences students’ learning achievement, flow experience, and learning behavioral patterns. Journal of

Educational Technology & Society, 21(2), 164-176. http://www.jstor.org/stable/26388392

International Journal of Technology in Education (IJTE)

551

Dichev, C., & Dicheva, D. (2017). Gamifying education: What is known, what is believed and what remains

uncertain: A critical review? International Journal of Education Technology in Higher Education, 14(1),

9. https://doi.org/10.1186/s41239-017-0042-5

Dostál, J. (2015). Theory of problem-solving. Procedia-Social and Behavioral Sciences, 174, 2798-2805.

https://doi.org/10.1016/j.sbspro.2015.01.970

Grace, L. (2019). Doing things with games: Social impact through play. Routledge.

Hwang, G. J., Wu, P. H., Chen, C. C., & Tu, N. T. (2016). Effects of an augmented reality-based, educational

game on students’ learning achievements and attitudes in real-world observations. Interactive Learning

Environments, 24(8), 1895-1906. https://doi.org/10.1080/10494820.2015.1057747

Kucher, T. (2021). Principles and best practices of designing digital game-based learning environments.

International Journal of Technology in Education and Science (IJTES), 5(2), 213-223.

https://doi.org/10.46328/ijtes.190

Kühn, S., Kugler, D. T., Schmalen, K., Weichenberger, M., Witt, C., & Gallinat, J. (2018). Does playing violent

video games cause aggression? A Longitudinal Intervention Study. Molecular Psychiatry, 1-15.

https://doi.org/10.1038/s41380-018-0031-7

Kula, S. S. (2021). Mind games with the views of classroom teachers. International Journal of Research in

Education and Science (IJRES), 7(3), 747-766. https://doi.org/10.46328/ijres.1471

Lester, J. C., Spires, H. A., Nietfeld, J. L., Minogue, J., Mott, B. W., & Lobene, E. V. (2014). Designing game-

based learning environments for elementary science education: A narrative-centered learning perspective.

Information Sciences, 264, 4-18. http://doi.org/10.1016/j.ins.2013.09.005

Li, C. (2017). Attitudes towards digital game-based learning of Chinese primary school English teachers.

British Council, 1-118.

Marti-Parreno, J., Segui-Mas, D., & Segui-Mas, D. (2016). Teachers’ attitude towards and actual use of

gamification. Procedia - Social and Behavioral Sciences, 228, 682 – 688.

http://doi.org/10.1016/j.sbspro.2016.07.104

Mozelius, P., & Hettiarachchi, E. (2017). Critical factors for implementing blended learning in higher education.

International Journal of Information and Communication Technologies in Education, 6(2), 37-51.

https://doi.org/10.1515/ijicte-2017-0010

Pho, A., & Dinscore, A. (2015). Game-based learning. Tips and trends.

Plass, J. L., Homer, B. D., & Kinzer, C. K. (2015). Foundations of game-based learning. Educational

Psychologist, 50(4), 258-283. http://doi.org/10.1080/00461520.2015.1122533

Rowe, J. P., Shores, L. R., Mott, B. W., & Lester, J. C. (2011). Integrating learning, problem solving, and

engagement in narrative-centered learning environments. International Journal of Artificial Intelligence

in Education, 21(1-2), 115-133. https://doi.org/10.3233/JAI-2011-019

Rowe J. P., & Lester J. C. (2015). Improving student problem solving in narrative-centered learning

environments: A modular reinforcement learning framework. In C. Conati, N. Heffernan, A. Mitrovic, &

M. Verdejo (Eds.), AIED 2015: Artificial Intelligence in Education (pp. 419-428). Springer, Cham.

https://doi.org/10.1007/978-3-319-19773-9_42

Schaaf, R., & Mohan, N. (2016). Game on: Using digital games for 21st-century teaching, learning, and

assessment. Solution Tree Press.

Adipat, Laksana, Busayanon, Asawasowan, & Adipat

552

Syafii, M. L., Kusnawan, W., & Syukroni, A. (2020). Enhancing listening skills using games. International

Journal on Studies in Education (IJonSE), 2(2), 78-107. https://doi.org/10.46328/ijonse.21

Taub, M., Mudrick, N. V., Azevedo, R., Millar, G. C., Rowe, J., & Lester, J. (2017). Using multi-channel data

with multi-level modeling to assess in-game performance during gameplay with Crystal Island.

Computers in Human Behavior, 76, 641-655. http://doi.org/10.1016/j.chb.2017.01.038

Whitton, N. (2011). Game engagement theory and adult learning. Simulation & Gaming, 42(5), 596-609.

https://doi.org/10.1177%2F1046878110378587

Wu, M. L. (2015). Teachers’ experiences, attitudes, self-efficacy, and perceived barriers to the use of digital

game-based learning: A survey study through the lens of a typology of educational digital games.

Michigan State University, 1-152.

Author Information

Assistant Professor Surattana Adipat, Ph.D.

https://orcid.org/0000-0002-2433-1547

Ramkhamhaeng University

Faculty of Education

2086 Ramkhamhaeng Road, Huamak

Bangkapi, Bangkok 10240

Thailand

Contact e-mail: ajsurattan[email protected]om

Assistant Professor Kittisak Laksana, Ph.D.

https://orcid.org/0000-0001-6002-6841

Ramkhamhaeng University

Faculty of Education

2086 Ramkhamhaeng Road, Huamak

Bangkapi, Bangkok 10240

Thailand

Assistant Professor Kanrawee Busayanon, Ph.D.

https://orcid.org/0000-0002-4971-6064

Ramkhamhaeng University

Faculty of Education

2086 Ramkhamhaeng Road, Huamak

Bangkapi, Bangkok 10240

Thailand

Alongkorn Ausawasowan

https://orcid.org/0000-0002-7456-2773

Ramkhamhaeng University

Faculty of Education

2086 Ramkhamhaeng Road, Huamak

Bangkapi, Bangkok 10240

Thailand

Boonlit Adipat, Ph.D.

https://orcid.org/0000-0003-2083-1920

Ministry of Digital Economy and Society

120 Moo 3, The Government Complex

Building B 6 Floor, Chaeng Watthana Road

Laksi, Bangkok 10210

Thailand