Imagine this in an ICT classroom. The last bell had struck, yet instead of the customary bump for the door, there was excitement that filled the room. The teacher outlined the day’s interactive session—a game to learn coding concepts—and students gathered excitedly around their laptops, eyes glued to the screen. It was a charged environment. While students worked in pairs to correct bugs, opened new levels, and high-fived each other when they triumphed, there were shouts of glee. Now, everyone in the class was participating, including those who initially refused to do so. A once silent and uninspiring classroom had been turned into a vibrant virtual learning environment that was fueled by competition, curiosity, and cooperation.
Game-based teaching intends to boost student motivation and academic performance by integrating game design elements and structures into the learning experience. Rather than plainly including games in the teaching-learning process, this method mixes academic content with play in a thoughtful way to establish an active and dynamic learning environment. By exhibiting educational content in a dynamic, challenge-based format, game-based learning stimulates active learning, critical thinking, and higher student engagement (Kariippanon et al., 2022).
Moreover, game-based instruction is especially important in the field of information and communications technology (ICT) education. ICT courses frequently include complex and abstract ideas that are hard for students to understand through conventional teaching, like network systems, software development, and coding languages. Game-based resources, such as coding simulators and quests for problem-solving, let students engage with these ideas in natural and interactive ways. Compared to pupils taught using traditional techniques, individuals exposed to game-based ICT lessons exhibit better learning retention and higher levels of engagement (Lopez & Estevez, 2023).
Additionally, game-based ICT instruction promotes critical abilities, including teamwork, creativity, and digital literacy. A lot of educational games are made with multiplayer capabilities and realistic simulations that call for cooperation and communication. This reflects the cooperative character of ICT jobs, where experts frequently collaborate in groups to find solutions. According to research, students who participate in digital game-based tasks also acquire soft skills in addition to technical proficiency, thereby preparing them for the expectations of the future academic and professional environment (Nguyen et al., 2021).
In the modern digital world, where technology affects our studies, collaboration, and networking, game-based learning is a mainly effective approach to education. Interest is sparked among students, and they also gain a core of enduring and applicatory skills. When learning is approached as a mission instead of an obligation, classrooms become creative spaces where kids progress instead of just playing.
References:
Kariippanon, K. E., Cliff, D. P., Lancaster, S. L., Okely, A. D., & Parrish, A. M. (2022). Classroom-based active learning games and their effects on engagement and academic performance. Contemporary Educational Psychology, 69, 102049. https://doi.org/10.1016/j.cedpsych.2022.102049
Lopez, A., & Estevez, J. (2023). Enhancing ICT education through digital game-based learning: A systematic review. Journal of Educational Computing Research, 61(1), 45–66. https://doi.org/10.1177/07356331221123456
Nguyen, M., Gardner, L., & Sheridan, D. (2021). Developing 21st-century skills through digital game-based learning in ICT classrooms. Education and Information Technologies, 26, 1211–1230. https://doi.org/10.1007/s10639-020-10302-7
