GBL, integrating technology, motivation... these are a few of my favourite things.

"Pupils tend to compartmentalise their learning"  (Kyriacou, 2009, p.32)


It has long been recognised that children often can solve problems in one situation but find it difficult to use the same strategy in another.  A prime example of this is the cross between a simple equation in mathematics and a word heavy problem containing the same equation.  Children find it hard to identify the key elements and extract them.  They know how to deal with the equation when presented in a certain manner.  Kyriacou, Effective Teaching in Schools (2009), identifies this in the above quote.


The challenge, as a teacher, is to find time to incorporate all the necessary elements of the learning and teaching of principles and strategies for each curricular area then finding engaging ways to link learning to real life situations to enable children to move beyond the 'situated learning' (Anderson, Reder and Simon, 1996).


If we can spark motivation in pupils that links learning and reinforcement in a meaningful way then why question that?  It has always been recognised that play is an essential element in developing understanding in children, even adults learn through play.  The enjoyment factor can only serve to aid retention of skills and knowledge gained and application of prior learning will be beneficial in transferring prior learning to knowledge and long term memory.


The recent surge in the incorporation of games based learning in education has encountered both enthusiasm and criticism.  The reaction and strength of feeling from those on both sides of the argument can only be seen as a positive.  The old adage that no publicity is bad publicity comes to mind.  I do not believe that the games based learning approach is the best way forward for every teacher.  For any new strategy or approach the enthusiasm must begin with the implementer, without this it would be very easy for learning and meaning to become disjointed.  The pedagogical approach is at the core of effective implementation.  There are many teachers that would like to increase their use of technology in their classrooms yet lack the confidence or training to be able to progress this further, there are the teachers that have the confidence and enthusiasm but resources may be an issue and there are teachers that have no desire to extend any of the above in their teaching.


To be able to incorporate games based learning into planning it is important to note the class history, by this I mean what they have experienced previously, potential for progression, relevance to curricular outcomes and stage of learning.  These are elements that are necessary for any effective planning therefore it is only natural to think about them for games based learning (GBL).  Often when something new is introduced it can be easy to get swept up in the tide of excitement and judgement on purpose can become clouded, with comprehensive planning this can be avoided.  This does not mean there is no room for spontaneity in this approach, one of my favourite quotes comes from Tom Barrett's blog:

"Plan ahead, but also decide not to plan! Discovery in gaming is an important part of the experience – sharing the unexpected with your class is amazing."

For me, personally, this quote fills me with excitement thinking of the potential of this.  The ability to have the opportunity to experience the same feelings of wonder, awe, amazement or even disappointment or shock alongside your pupils can only serve to enhance both your bond with the children and your understanding of their emotions, inexplicably, at a given moment.  Working with a class could be likened to a journey and within this journey the more that can be experienced empathetically the better.


Another vital element in using GBL successfully is the difference between how children may already use games at home and they way you want them to use them to enhance learning.  There is a strong difference yet that is not to say that they are not learning through leisure play.  The difference is in the guidance towards the next step in learning.  When children experience through leisure the experiences are random, possibly unrelated, not necessarily progressive and without a purpose in mind.  This is true of all independent play whether games based, outdoor play or social play.  This is also a very important part of child development and different from expectations within the school setting.  In the school setting there is an inevitable agenda that needs to be followed in order to work with national curricular guidelines.  Depending upon the stage of the children there are a number of documents to work with at present in Scotland as the process of transition towards Curriculum for Excellence continues.

The most obviously observable advantage to using games based learning is the possibility of developing thinking skills.  These take the form of analytical, problem solving, reflection, evaluation and classification to name but few.  When watching a child play a console game this may not be immediately evident but when you question them about the process of playing the game they will be able to explain a number of decisions and processes to you, often beyond their ability stage.  When you experience the game for yourself and become truly immersed within it you will find yourself going through the same processes.  The experience of playing a game before using it is vital, you would not introduce a novel into a class without reading it beforehand so why would you use a game in such a way?