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Game-Based Learning in Higher Education
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, , UA-FS, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in New Orleans, LA, USA ISBN 978-1-939797-12-4 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

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Abstract

The purpose of bringing both views together in this article is to accomplish a thorough understanding of the uses of both game-based learning and gamification in tertiary education. Game-based learning is defined as games used in the classroom to enhance learning while gamification uses game-design elements (badging, etc. ) in a non-game contexts. The study at hand focuses specifically on the use of games and/or simulations as well as familiarity with gamification strategies by communication faculty at institutions of higher education in Arkansas. The research questions concentrate on the rate, frequency, of usage of digital and non-digital games and/or simulations in communication courses. Researchers also question gamfication familiarity and assessment. While gamification evangelists posit this teaching mechanism as new, it seems those faculties have been using game based learning in various non-digital form for years. In this context, the authors argue that while the term is novel,

Citation

Wiggins, B. & Simkowski, S. (2014). Game-Based Learning in Higher Education. In T. Bastiaens (Ed.), Proceedings of World Conference on E-Learning (pp. 2050-2058). New Orleans, LA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 4, 2024 from .

© 2014 Association for the Advancement of Computing in Education (AACE)

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