How can game-based learning promote learner engagement and motivation in different contexts and cultures?

We, as human beings, have always been motivated by competition. Competing does not just whet our appetites or feed our egos. It allows for our continual survival. Educators are in for no surprise when a goal for learning exercises that come in an active enhanced mode has more enthusiastic learner-participants. So, adapting GBL across and within various ethnically and culturally diverse populations is only as difficult as accessing them. Have a math problem and you're teaching in Harlem, NY? Address the questions using the neighborhood. Have "players" choose an avatar from various "neighborhoods" choose to open stores or have enough "coupons" for purchasing certain delicacies found only in their neighborhood. (Need more info? #kye)

GBL in formal education settings is a dynamic approach that capitalizes on the intrinsic motivation and engagement that games naturally provide. Educators have successfully integrated games like Minecraft Education Edition into their curriculum. This encourages creativity and problem-solving, has been used to teach subjects ranging from history to biology, allowing students to explore ancient civilizations or understand ecosystems within an interactive environment. Also, games such as Kerbal Space Program have been utilized to teach physics and aerospace engineering concepts. Students engage in designing and launching virtual spacecraft, applying scientific and mathematical principles to achieve mission objectives.

The interactive nature of games encourages exploration, experimentation, and active participation. Whether playing educational mobile apps, solving puzzles, or participating in online quizzes, learners are intrinsically motivated to achieve goals within the game environment. Games often allow learners to choose their paths, customize avatars, and explore topics at their own pace. This autonomy fosters a sense of ownership and personalization. In informal settings, learners can select games aligned with their interests, cultural backgrounds, and learning preferences.Multiplayer games or collaborative challenges promote social interaction. Learners engage with peers, share strategies, and collaborate to achieve common goals.

GBL transcends linguistic and cultural barriers, allowing learners from diverse backgrounds to engage in a shared, immersive experience. For instance, a game designed for cross-cultural education can incorporate elements from various cultures, enabling players to explore and appreciate different cultural norms and practices. This not only fosters cultural awareness and sensitivity but also encourages collaboration and communication among players from different cultural backgrounds. Moreover, GBL can adapt narratives and content to reflect multicultural perspectives, making learning experiences more inclusive and relatable.

GBL is not as complex or expensive as we make it out to be. At the heart of GBL are concepts related to the primordial hooks for a human being - Play, challenge, fun, journey, reward, competition, motivation, and recognition. A sense of game can be created even on hardwired LMSes by designing a few basic elements: 1. A journey which the learner can visualize and make sense of in their context 2. Few simple triggers to collect points, coins etc 3. Opportunities for peer-recognition (on social media preferably) 4. An identifiable & motivating reward at the end (certifications, formal recognition etc) 5. Space to drop off and hop back on the journey!