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Game Approach for Improving Student Learning Performance - Best School Kumbakonam

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Game Approach for Improving Student Learning Performance
Previous research has highlighted the potential benefits of mobile devices and digital games for educational purposes. However, few studies have evaluated the use of mobile games in class, especially regarding science education in the Hong Kong context. This paper presents some details of a preliminary implementation of learning activities employing a popular Mobile Virtual Environment Game, Minecraft, in a Hong Kong international secondary school Integrated Science class. Indications are that the introduction of the mobile virtual environment game may indeed contribute to learning improvements and some other enhanced “soft” outcomes. Possible implications of the findings and future research are considered.

A. Game-based Learning (GBL) 
Game-based Learning (GBL) was popularised by Marc Prensky, who suggests that digital games, have six key characteristics which make them suitable as a platform for GBL: rules; goals and objectives; outcomes and feedback; conflict/competition/challenge/opposition; interaction; and the representation of a story [2]. Digital games could play an important role in education [2] and GBL may be a “perfect future method” to transform the educational environment [3, p.E126]. A number of arguments have been made supporting the use of games in teaching, including: the use of “action instead of explanation”; creation of “personal motivation and satisfaction”; accommodation of “multiple learning styles and skills”; reinforcement of “mastery skills”; and the provision of “interactive and decision making context” [1, p.1729].  

B. M-learning and GBL in the “Post-PC” era 
The Hong Kong government guidelines on education recognise m-learning – the pedagogical application of mobile technologies to enable learning – as an important trend [4]. Due to the proliferation and growing popularity of new mobile devices, “Post-PC” devices [5] such as Apple’s iPad and Samsung’s Galaxy Tab are drawing ever greater attention to the potential of m-learning with such devices. With the increasing availability of Post-PC platform games, including those with an educational theme, a new phase in the evolution of GBL, Mobile Game- based Learning (mGBL), is anticipated.

C. Minecraft 
Minecraft is a popular game that simulates a highly immersive virtual space in which players are able to build creative structures using provided textured cubes [6]. The game  features a survival mode in which players are challenged with tasks that they have to complete in order to advance in the virtual space exploration, and compete with other players [7]. From an educational perspective, as Kebritchi and Hirumi [1] argue, experience may take place equally in a real, or in an artificial, virtual environment. The simulated universe of Minecraft could allow experiential learning [8], where emphasis is on knowledge construction rather than transmission, to more easily take place through experiencing and interacting with the environment [1]. Recognising the educational potential of Minecraft, some teachers have started to incorporate it in their classes [9] [10]. 

The successful use of Minecraft for science classes in this pilot study seems indicative of current trends in educator adoption of mGBL: with appropriate pedagogical design, mobile virtual environment games may have the potential to help students to learn more effectively. It should be noted that there was only a small number of participants in this study, and the investigation was of a short duration. Future work will include extending the size and duration of the study. The potential application of mGBL in other disciplines is also an area worthy of further attention. 

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