Games and learning : why play? Non-digital games
Games can be used for learning, including board games, card games, role-playing games, etc.
Game-based learning is constructivist - it shows creativity and sensitivity and imagination (even socio-constructivist) learning - it shows creativity, sensitivity and imagination through interaction with others.
It is built on theories such as situated learning, experiential learning and activity theory. In situated learning, games provide information in a relevant context or setting. Learning takes place alongside social interaction and collaboration (Anderson et. al .,  ). Experiential learning advocates learning by doing (Kolb,  ). Similarly, activity theory describes learners as part of a system which must take into account interactions with objects and other learners, to attain a desired outcome, and posits that games allow learners to participate and experiment in non-threatening scenarios (Bedny & Meister,  ; Verenikina & Gould, ).
While game-based learning may not work in every situation, the potential benefits are significant. (Mann et al . ) shows that they appeal to learners, create a better learning atmosphere and keep learners more focused (see also Heinich, et al .  ).
International Maritime English Conference
IMEC 27 (12 - 1 5 October 2015 )
NMIT – Johor Bahru, Malaysia