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Why Game-based Learning is utilized in Education

Game-based learning enables you to enhance your skills and be more engaged in the material you are learning. It allows you to understand different ways you may collaborate with other students and enable a higher outcome of learning when studying with other students. According to Christos Troussas, “In computer supported collaborative learning environments, the group formation is a critical task; thus, this work examines how the group recommendation towards constructing adequate groups can lead to better peer interaction, improve student engagement and boost students' learning outcomes though effective collaboration.” Group information is a critical task in computer supported collaborative environments of learning. The work on game-based learning examines how students construct groups for collaboration. It was discovered that these adequate groups showed better peer interaction, improved engagement within students, and a boosted learning outcome through the students' collaboration.

Engaging students in educational ways to understand disasters and what to do in real life situations can be hard to explain. Game-based learning allows for educating students on what to do in real life scenarios and how to go about it in the right way. In Meng-Han Tsai’s article he explains, “Therefore, serious game-based learning, a more engaging educational method, is a promising direction for disaster prevention education. This study integrated a serious game, Battle of Flooding Protection, and Kolb's Experiential Learning Cycle to develop a learning package that would raise students' level of interest in learning, inspire their self-awareness, and increase their willingness to participate in disaster-related citizen actions.” Students are able to be educated in an educational way from game-based learning. A game was created for a study called, “Battle of Flooding Protection”, to help students develop a higher interest in learning, being self-aware and increasing their participation in real life disasters. Students who understand and learn what to do or not to do in serious situations have the ability to learn a large amount of helpful information. Educating students through game-based learning on this topic allows students to acquire skills and have the knowledge to see awareness with themselves and their surrounding environment. Tsai states, “In disaster education, it is critical for students to gain concrete experience, acquire basic skills, and enhance their self-awareness and civic responsibility on the topic of disaster prevention. However, it is difficult for students to learn from actual disasters.” This expresses the multiple positive outcomes students may receive regarding real life situations and how to address them correctly.

Some types of game-based learning have certain training processes for project management. This learning also allows for games with multiple people to reinforce social value along with organizational and cultural value. Game-based learning provides knowledge of these abilities in a short period of time. Maria Sousa, the author of a research article states that, “In training processes of project management, a multiplayer game can re-enforce the social, cultural or organizational value in a short period for the participants.” Many skills can become a result for game-based learning and they’re different ways to incorporate this type of learning. They can reinforce cognitive abilities and allow for more thinking about social and cultural interaction. Educational games for game-based learning processes can be used to control ways of solving situational problems in or out of the classroom. Strategic plans are set into place and establish goals for focusing on the source of the problem and what the problem is. Maria also states, “The primary goal was to use games methodologies and tools in the leadership learning process to solve situational problems, whose emergence was controlled by the trainer according to a strategic plan with pre-defined goals, with a focus on the identification of problems and on the decision making process.”