A Case Study on Gamified Classroom: How Game-Based Instructional Design Support Students’ Active Learning

Abstract

The purpose of this study was to explore the impact of creating a gamified classroom on students’ active learning experiences. As education shifts towards a more student-centered mode of delivery, a potential transformation could be the introduction of a game-based instructional design in classrooms. This approach goes beyond simply using educational games; it applies game-based thinking to guide the entire instructional process, from analyzing learner needs and structuring course content to developing teaching materials, delivering lessons, and conducting evaluation. We reviewed current literature to understand how game elements and mechanics, when incorporated into instructional design, shapes classroom environment and teacher-student interactions. A qualitative case study was conducted in an art class to investigate the benefits, limitations, and challenges of gamified class in a practical teaching scenario. The class focused on teaching students about color categories, with 24 middle school students aged 12 to 13 participating in a game-based learning environment. The data was collected through observations and interviews. Compared to traditional classroom, where teachers rely on explanations to impart concepts, our gamified instructional design emphasized experiential learning and perception. We used role-playing as a framework, developing game rules and a reward-punishment system embedded with color knowledge. While we hypothesized that the game’s progression would deepen students’ understanding of color theory, the findings indicated positive outcomes to demonstrate how gamified instructional design can shift students from passive learning to a more student-centered and active learning.

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Author Information
Xin Chen, The University of British Columbia, Canada
Mengkai Zhang, The University of British Columbia, Canada

• Category: Learning Experiences, Student Learning & Learner Diversity

Posted by James Alexander Gordon

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