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Game based learning (GBL) is a type of game play that has defined learning outcomes. Generally, game based learning is designed to balance subject matter with gameplay and the ability of the player to retain and apply said subject matter to the real world.

Game based learning describes an approach to teaching, where students explore relevant aspect of games in a learning context designed by teachers. Teachers and students collaborate in order to add depth and perspective to the experience of playing the game.

Good game-based learning applications can draw us into virtual environments that look and feel familiar and relevant.
Within an effective game-based learning environment, we work toward a goal, choosing actions and experiencing the consequences of those actions along the way. We make mistakes in a risk-free setting, and through experimentation, we actively learn and practice the right way to do things. This keeps us highly engaged in practicing behaviors and thought processes that we can easily transfer from the simulated environment to real life.

While similar, is a different breed of learning experience. Gamification takes game elements (such as points, badges, leaderboards, competition, achievements) and applies them to a non-game setting. It has the potential to turn routine, mundane tasks into refreshing, motivating experiences.

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What is Game Based Learning? Game based learning (GBL) is a type of game play that has defined learning outcomes. Generally, GBL is designed to balance subject matter with gameplay and the ability of the player to retain and apply said subject matter to the real world.

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In Phenomenon Based Learning (PhenoBL) and teaching, holistic real-world phenomena provide the starting point for learning. The phenomena are studied as complete entities, in their real context, and the information and skills related to them are studied by crossing the boundaries between subjects. Phenomena are holistic topics like human, European Union, media and technology, water or energy. The starting point differs from the traditional school culture divided into subjects, where the things studied are often split into relatively small, separate parts (decontextualisation).

Phenomenon-based structure in a curriculum also actively creates better opportunities for integrating different subjects and themes as well as the systematic use of pedagogically meaningful methods, such as inquiry learning, problem-based learning, project learning and portfolios. The phenomenon-based approach is also key in the versatile utilisation of different learning environments (e.g. in diversifying and enriching learning while using eLearning environments).

Deep learning and understanding are the goals
of phenomenon based learning

Phenomenon based learning starts from the shared observation of holistic, genuine real-world phenomena in the learning community. The observation is not limited to one single point of view; the phenomena are instead studied holistically from different points of view, crossing the boundaries between subjects naturally and integrating different subjects and themes.

In phenomenon based teaching, understanding and studying the phenomenon together starts from asking questions or posing problems (e.g. Why does an aeroplane fly and stay up in the air?). At its best, phenomenon-based learning is problem-based learning, where the learners build answers together to questions or problems posed concerning a phenomenon that interests them. The problems and questions have been posed by the learners together - they are things the learners are genuinely interested in.

The phenomenon-based approach is anchored learning, where the questions asked and issues to be learned are naturally anchored in real-world phenomena, and the information and skills to be learned can be directly applied across borders between subjects and outside the classroom in situations where the information and skills are used (natural transfer).

In the learning process, new information is always applied to the phenomenon or solving a problem, which means that the theories and information have immediate utility value that is already evident in the learning situation. For absorbing new information and deep learning, it is very important that the learners apply and use the information during the learning situation. Information learned only at the level of reading or theory (such as memorised physics formulas and calculation rules without real context or related problems) often remain superficial and separate details for the learners, without their gaining a comprehensive understanding of the information (and the real-world phenomenon behind it) or internalising its meaning.

The phenomenon-based approach can significantly increase the authenticity of learning. In this context, the authenticity culminates in the learner's cognitive processes (thinking processes) being authentic - in a learning situation, the learner's cognitive processes therefore correspond to the cognitive processes required in the actual situation where the information/skills are used. Authenticity is a key requirement for the transfer and practical application of information. Often, it has been said that "you cannot learn to drive a car just by using pen and paper" or that "cloze tests only teach answering cloze tests - there are no cloze tests in real life or working life, there are only real communication situations where information must be applied and messages must be transmitted comprehensively and understandably to another person". In authentic learning, the aim is to bring genuine working life practices and processes into learning situations in a pedagogically structured way, when applicable, which allows the learner to participate in the real expert culture in the field and its practices (c.f. community of practice).

The learning theories and pedagogical models behind the phenomenon based learning

The starting point of phenomenon-based teaching is constructivism, in which learners are seen as active knowledge builders and information is seen as being constructed as a result of problem-solving, constructed out of 'little pieces' into a whole that suits the situation in which it is used at the time. When phenomenon based learning occurs in a collaborative setting (the learners work in teams, for example), it supports the socio-constructivist and sociocultural learning theories, in which information is not seen only as an internal element of an individual; instead, information is seen as being formed in a social context. Central issues in the sociocultural learning theories include cultural artifacts (e.g. systems of symbols such as language, mathematical calculation rules and different kinds of thinking tools) - not every learner needs to reinvent the wheel, they can use the information and tools transmitted by cultures.

In curricula, the phenomenon-based approach supports, in particular, learning in accordance with inquiry learning, problem-based learning and project and portfolio learning in educational institutions as well as their the practical implementation.

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In Phenomenon Based Learning (PhenoBL) and teaching, holistic real-world phenomena provide the starting point for learning. The phenomena are studied as complete entities, in their real context, and the information and skills related to them are studied by crossing the boundaries between subjects. Phenomena are holistic topics like human, European Union, media and technology, water or energy.

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Problem-Based Learning | Center for Teaching Innovation

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Problem-based learning (PBL) is a student-centered approach in which students learn about a subject by working in groups to solve an open-ended problem. This problem is what drives the motivation and the learning.

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As Ms. McIntyre walked around her high school science classroom, she plopped a packet of papers on each student's desk and announced a "project." Each student would create a poster about a water-borne bacterium that can be harmful to humans, the bacterium's effects, and disease prevention and treatment. The handouts included an assignment sheet with due dates and grading policy, a guide for designing the poster, and a list of websites and books. The teacher would display the best posters.

Sound familiar? When you were in school, did you make posters, dioramas, and models of buildings or volcanoes? If you are a teacher, have you asked students to research a topic and present information with PowerPoint slides? These are all-too-common examples of the kind of meaning-lite assignments that teachers bill as projects. A classroom filled with student posters may suggest that students have engaged in meaningful learning. But it is the process of students' learning and the depth of their cognitive engagement-rather than the resulting product-that distinguishes projects from busywork.

A project is meaningful if it fulfills two criteria. First, students must perceive the work as personally meaningful, as a task that matters and that they want to do well. Second, a meaningful project fulfills an educational purpose. Well-designed and well-implemented project-based learning is meaningful in both ways.

As educators with the Buck Institute for Education, we provide professional development to help schools set up a sustained program of in-depth project-based learning throughout a district, network, or state. In our work with teachers, we have identified seven essential elements of meaningful projects. Let's look at each element by considering what the fictional Ms. McIntyre could have done to create a meaningful project instead of handing out prepared packets.

Imagine that on the first day of the infectious disease unit, Ms. McIntyre showed a video depicting a beautiful beach, which ended with a shot of a sign reading, "Beach Closed: Contaminated Water." Suppose watching this video led to a lively (and sometimes disgusting) discussion in which students shared their experiences with suspicious water quality, discussed times when beaches had been closed and why, and talked about how much pollution bothered them. The teacher could then introduce the project by telling students that they would be learning more about ocean pollution and proposing actions to combat it.

Teachers can powerfully activate students' need to know content by launching a project with an "entry event" that engages interest and initiates questioning. An entry event can be almost anything: a video, a lively discussion, a guest speaker, a field trip, or a piece of mock correspondence that sets up a scenario. In contrast, announcing a project by distributing a packet of papers is likely to turn students off; it looks like a prelude to busywork.

Many students find schoolwork meaningless because they don't perceive a need to know what they're being taught. They are unmotivated by a teacher's suggestion that they should learn something because they'll need it later in life, for the next course, or simply because "it's going to be on the test." With a compelling student project, the reason for learning relevant material becomes clear: I need to know this to meet the challenge I've accepted.

After the discussion about beach pollution, Ms. McIntyre led students in brainstorming possible solutions, such as enacting laws, designing better waste-treatment systems, and raising public awareness about the need to reduce contaminants. Students created a driving question to focus their efforts, focusing on a specific local area: How can we reduce the number of days Foster's Beach is closed because of poor water quality?

A good driving question captures the heart of the project in clear, compelling language, which gives students a sense of purpose and challenge. The question should be provocative, open-ended, complex, and linked to the core of what you want students to learn. It could be abstract (When is war justified?); concrete (Is our water safe to drink?); or focused on solving a problem (How can we improve this website so that more young people will use it?).

A project without a driving question is like an essay without a thesis. Without a thesis statement, a reader might be able to pick out the main point a writer is trying to make; but with a thesis statement, the main point is unmistakable. Without a driving question, students may not understand why they are undertaking a project. They know that the series of assigned activities has some connection with a time period, a place, or a concept. But if you asked, "What is the point of all these activities?" they might only be able to offer, "Because we're making a poster."

Once her students' interest was piqued by a challenging question, Ms. McIntyre explained the requirements for the "Don't Close the Beach" project, which included an individually written paper, an oral presentation of students' work accompanied by media technology, and a product of students' choice created by teams. Students chose to develop media kits, public service announcements, web pages, brochures, and letters to government and industry officials, among other products.

This element of project-based learning is key. In terms of making a project feel meaningful to students, the more voice and choice, the better. However, teachers should design projects with the extent of student choice that fits their own style and students.

On the limited-choice end of the scale, learners can select what topic to study within a general driving question or choose how to design, create, and present products. As a middle ground, teachers might provide a limited menu of options for creative products to prevent students from becoming overwhelmed by choices. On the "the more, the better" end of the scale, students can decide what products they will create, what resources they will use, and how they will structure their time. Students could even choose a project's topic and driving question.

Once Ms. McIntyre's students had decided on actions that would help them respond to their driving question, they got to work. Collaboration was central to the project. Students formed teams of three or four and began planning what tasks they would do and how they would work together.

As they worked, each team regularly paused to review how well they were collaborating and communicating, using rubrics they had developed with the teacher's guidance. To boost collaboration skills, Ms. McIntyre used role-playing and team-building activities. She showed students how to use time and task organizers. They practiced oral presentation skills and learned to produce videos and podcasts. In writing journals, students reflected on their thinking and problem-solving processes, which they knew they would need to explain in their oral presentation.

A project should give students opportunities to build such 21st century skills as collaboration, communication, critical thinking, and the use of technology, which will serve them well in the workplace and life. This exposure to authentic skills meets the second criterion for meaningful work-an important purpose. A teacher in a project-based learning environment explicitly teaches and assesses these skills and provides frequent opportunities for students to assess themselves.

After their discussion about encounters with pollution, in addition to choosing a driving question, Ms. McIntyre's students as a whole class generated a list of more detailed questions about diseases, bacteria and their effects, and sources of water contamination. Questions included, What diseases can you get from water? Do you have to drink it to get sick? and Where do bacteria come from? The teams fine-tuned their questions and discussed how to find answers from the teacher, books, articles, websites, experts, and visits to Foster's Beach.

As these learners found answers, they raised and investigated new questions. Students synthesized the information they gathered and used it both to inform their individually written papers on the driving question and to help create their team's product related to that question.

Students find project work more meaningful if they conduct real inquiry, which does not mean finding information in books or websites and pasting it onto a poster. In real inquiry, students follow a trail that begins with their own questions, leads to a search for resources and the discovery of answers, and often ultimately leads to generating new questions, testing ideas, and drawing their own conclusions. With real inquiry comes innovation-a new answer to a driving question, a new product, or an individually generated solution to a problem. The teacher does not ask students to simply reproduce teacher- or textbook-provided information in a pretty format.

To guide students in real inquiry, refer students to the list of questions they generated after the entry event. Coach them to add to this list as they discover new insights. The classroom culture should value questioning, hypothesizing, and openness to new ideas and perspectives.

As they developed their ideas and products, student teams critiqued one another's work, referring to rubrics and exemplars. Ms. McIntyre checked research notes, reviewed rough drafts and plans, and met with teams to monitor their progress.

Formalizing a process for feedback and revision during a project makes learning meaningful because it emphasizes that creating high-quality products and performances is an important purpose of the endeavor. Students need to learn that most people's first attempts don't result in high quality and that revision is a frequent feature of real-world work.

In addition to providing direct feedback, the teacher should coach students in using rubrics or other sets of criteria to critique one another's work. Teachers can arrange for experts or adult mentors to provide feedback, which is especially meaningful to students because of the source.

In Ms. McIntyre's class, teams presented their analyses of water contamination issues and proposals for addressing the problem at an exhibition night. The invited audience included parents, peers, and representatives of community, business, and government organizations. Students answered questions and reflected on how they completed the project, next steps they might take, and what they gained in terms of knowledge and skills-and pride.

Schoolwork is more meaningful when it's not done only for the teacher or the test. When students present their work to a real audience, they care more about its quality. Once again, it's "the more, the better" when it comes to authenticity. Students might replicate the kinds of tasks done by professionals-but even better, they might create real products that people outside school use.

The hypothetical project described here was inspired by a real project, "Media Saves the Beach," carried out by students at High Tech High in San Diego, California. In this real-life project, students worked alongside established local groups to advocate cleaner seashores. Several government agencies eventually came through with funding for water monitoring at local beaches.

In truth, one of the products students created was a poster. What made that poster different from the meaning-lite one Ms. McIntyre assigned? The High Tech High students chose to do their poster because it was an effective way to communicate their message at Exhibition Night-and the team stood nearby to explain it. To create the poster, students engaged in an extended process of inquiry, critique, and revision. They learned important things in the process. In short, even a poster can be meaning-heavy if it's part of a project embodying the seven essential elements of project-based learning.

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Seven Essentials for Project-Based Learning

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Some "projects" border on busywork. Others involve meaningful inquiry that engages students' minds.

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Cooperative learning involves more than students working together on a lab or field project. It requires teachers to structure cooperative interdependence among the students. These structures involve five key elements which can be implemented in a variety of ways. There are also different types of cooperative groups appropriate for different situations.

More than Just Working in Groups

Five key elements differentiate cooperative learning from simply putting students into groups to learn (Johnson et al., 2006).

1. Positive Interdependence: You'll know when you've succeeded in structuring positive interdependence when students perceive that they "sink or swim together." This can be achieved through mutual goals, division of labor, dividing materials, roles, and by making part of each student's grade dependent on the performance of the rest of the group. Group members must believe that each person's efforts benefit not only him- or herself, but all group members as well.

2. Individual Accountability: The essence of individual accountability in cooperative learning is "students learn together, but perform alone." This ensures that no one can "hitch-hike" on the work of others. A lesson's goals must be clear enough that students are able to measure whether (a) the group is successful in achieving them, and (b) individual members are successful in achieving them as well.

3. Face-to-Face (Promotive) Interaction: Important cognitive activities and interpersonal dynamics only occur when students promote each other's learning. This includes oral explanations of how to solve problems, discussing the nature of the concepts being learned, and connecting present learning with past knowledge. It is through face-to-face, promotive interaction that members become personally committed to each other as well as to their mutual goals.

4. Interpersonal and Small Group Social Skills: In cooperative learning groups, students learn academic subject matter (taskwork) and also interpersonal and small group skills (teamwork). Thus, a group must know how to provide effective leadership, decision-making, trust-building, communication, and conflict management. Given the complexity of these skills, teachers can encourage much higher performance by teaching cooperative skill components within cooperative lessons. As students develop these skills, later group projects will probably run more smoothly and efficiently than early ones.

5. Group Processing: After completing their task, students must be given time and procedures for analyzing how well their learning groups are functioning and how well social skills are being employed. Group processing involves both taskwork and teamwork, with an eye to improving it on the next project.

Similarly, Kagan (2003) has developed the easily recalled acronym PIES to denote the key elements of positive interdependence, individual accountability, equal participation, and s imultaneous interaction where the latter 2 components encompass the final three described above.
Implementing the Elements of Cooperative Learning

There are a variety of techniques that can be used to promote one or more of the elements of effective cooperative learning groups. The list below is intended to be representative rather than exhaustive.

Positive Interdependence:

Big Project: This is the usual motivation for assigning students to work in groups in the first place, a learning task that a student cannot accomplish alone in a reasonable length of time. Often these projects are more interesting and can teach more than simplified versions. See examples of projects.

Jigsaw: Divide the group into specialists on particular areas of the material to be learned. Specialists in one area work together to develop expertise in their specialty, then return to their original group to combine their new expertise with those of experts on other aspects of the material to finish the project. For a complete description of this technique, see the jigsaw module.

Peer Review: Providing students with the opportunity to learn how to provide and received constructive feedback is an important part of process of conducting research. The peer review module describes how to use student pairs or groups to help each other with written work.

Ways to promote positive interdependence include (Smith and Waller 1997, p. 202):

Output goal interdependence- a single product is produced by the group

Learning goal interdependence- the group ensures that every member can explain the group's product

Resource interdependence- members are provided parts of the assignment or relevant information or the group is only provided one copy of the assignment

Role interdependence- members are given distinct roles that are key to the functioning of the group

Individual Accountability:

Individual Grades: Individuals can be given quizzes and exams. Likewise, parts of group projects can be done independently or randomly drawn students can provide oral/written reports on group results.

Within-Group Peer Assessment: Another way to discourage students from letting others do their share of group work is to have students (anonymously) rate their group mates and include the average rating from all of a student's group mates as part of his or her grade.

See the assessment of cooperative learning page for more information about how to encourage individual accountability.

Face-to-Face (Promotive) Interaction:

Student Roles: Encourage students to interface with multiple parts of the project by assigning roles that require interaction with the rest of the group as they work, such as checking data, keeping the group on task, or keeping records.

Online Bulletin Boards: If students have limited time to meet face-to-face (common on commuter campuses and online courses), the instructor can set up an online asynchronous bulletin board for students to post what is essentially an e-mail to the group. Many forms of classroom management software such as WebCT and Blackboard make this possible. It also allows the instructor to monitor interaction.

Interpersonal Skills:

Discussion: It may be helpful to explain to your students why they are working together and how the group can promote their learning.

Practice: Give students time to learn to work together before expecting spectacular results from cooperative learning. If you assign students to groups early in the term and let them do a series of projects together, not only will they learn each other's schedules and particular strengths, they will learn to ask and answer better questions of each other about their projects and progress.

Group Processing:
Reflections: It may be worthwhile for group members to write individual, private reflections on their learning after the project, citing which parts of the project and which group members contributed to various discoveries, then bring the group back together to discuss the project. Fink (2003) describes this process of 'learning how to learn' as one of five key components that contribute to significant learning experiences as it enables students to become better students, inquire about a subject and construct knowledge and become "self-directing learners." (p 50-55) For more information about self-reflection in the learning process, see the Cutting Edge website about metacognition.

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Cooperative learning involves more than students working together on a lab or field project. It requires teachers to structure cooperative interdependence among the students. These structures involve five key ...

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Adopt cooperative teaching methods By using it to design a variety of mathematics teaching methods such as TGT, STAD, etc.

An example is cooperative learning using the stad technique in grade 3 , that is organizing learning by dividing into groups. Each group is equal. Assorted according to ability And let the students brainstorm together to find the things the teacher has specified. For example, have each group of students find the name of a fruit that is red. and work together to create addition problems together and find answers together. It make students excited , fun with activities and have worked together.

(นางธัญเรศ ป่างปู 6612620006)

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Collaborative learning can be used to organize teaching and learning in subjects. Can do mathematics By using techniques Competition between groups by playing games such as using TGT, Jigsaw and TA techniques, etc. Use these techniques to participate in organizing Activities for children to be interested in helping each other. and have fun together

(นางสาวภาชินี ทวีเศรษฐ์ 6612620012)

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I will organize teaching using cooperative learning methods for example : Roundtable activities It is a teaching format that organizes groups of students with more than 2 people, giving every student an opportunity. Write your opinion Tell your experience, knowledge or what you are studying to the friend next to you by circling to one side or the other. All members will spend the same amount of time or close to each other.

(นางสาวรัชฎาภรณ์ สถานพงษ์ 6612620005)

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The instruction is provided to the students. The students then are divided into a mixed-ability group of four. Each group is assigned to perform the task collaboratively in order to understand the lesson equally and discuss to find out the correct answer.

(นางสาวณัฐธิดา วันงาม 6612620007)

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I think that game-based learning can be applied well to elementary school students. I used to do activities using games as a base to help encourage students to learn the process. Students are happy teaching in the classroom. But organizing learning using games as a base still has limitations (1) it takes more time to prepare for teaching than usual (2) some students don't understand the rules of playing the game, making the game not as fun as it should be.

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I think game-based learning is interesting activities in mathematics. It can attract students to learn. They are happy and fun when the teacher uses game in class. They feel like there is a competition. For example the teacher arranges students’ group. They race to solve the problems that they learned in class. The group that the highest score is the winner group. I think it increases them to love in mathematics.

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I think using game-based learning techniques in teaching is very effective. When instructing on the content we want students to grasp, at the end of the lesson, students engage in a game, such as Kahoot. We opt for the team play mode to encourage unity, making learning more enjoyable and less monotonous. This approach also serves as a means to assess students' understanding.

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I apply Game-Based Learning (GBL) in Mathematics to motivate and make students happy. It is a simple learning method that is easy to use. Examples of GBL include Kahoot!, Blooket, Quizizz, and Wordwall. Student feedback about GBL is often amusing.