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Review of Research
Mary E. Beach
University of West Georgia
MEDT 7490

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Article 1:

Integrating Game-Based Learning Initiative: Increasing the Usage of Game-Based

Learning Within K-12 Classrooms Through Professional Learning Groups, was authored by
Andre R. Denham, Robert Mayben, and Terri Boman and published January 16, 2016. This
article was written to address the need for appropriate professional development to facilitate
game based learning. The authors propose that the lack of professional development is
responsible for game-based learning not being widely adopted in the classroom.
Summary of the Review:
Denham, Mayben, and Boman (2016) define game-based learning as, activities that have
a game at their core, either as the main activity or as a stimulus for other related activities, and
have learning as a desired or incidental outcome. The authors are of the opinion that gamebased learning creates an environment that is interactive and maintains the attention of the
students. Denham, Mayben, and Boman (2016) provide four very specific guidelines for what
professional development in game-based learning should include. According to Denham,
Mayben, and Boman, (2016) professional development should be sustained and intensive,
focused on a specific content area, active, and coherent with the daily activities of the teacher.
Based on this professional development model, four research sessions were conducted. The first
session was the repurposing of off-the-shelf commercial games, the second and third was teacher
designed games, and the fourth was learner designed games.
Analysis of the Methodology:
To complete their research, Denham, Mayben, and Boman (2016) conducted their study
through the University of Alabama/ West Alabama Regional Teacher In-Service Center. This

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organization created a professional learning group to serve as the test subjects. Secondary teacher
in the region were given the opportunity to participate in the study. The participants were
required to attend four sessions during the school year and have one in-class observation during
the study. The participants included fifteen teachers, two of which were males, and 13 of which
were Social Studies teachers, and two were Math teachers. The participants had varying levels of
teaching experience.
Summary of the Results:
The results showed this to be a significant study in game-based learning. Moving
forward, Denham, Mayben, and Boman indicate that the study will continue with this
professional development model in place. The research showed that the educational community
has begun to accept the benefits of gam-based learning in the classroom. However, there is still a
great divide that exists in determining how to best equip teachers with the knowledge necessary
to incorporate games in their teaching. The fourth session (Learner as game designer) showed the
most potential to impact the learning community.
My Opinion:
I believe the research done is very beneficial. I was especially in agreement with the
article as it indicated how game-based learning has the potential to actively engage students by
providing immediate feedback and allowing them to be participants in their learning process. I
would love the opportunity to participate in such a study.
What I learned:
Denham, Mayben, and Boman (2016) wrote, For example, games have been shown to
imiprove basic skills, conceptual understanding, engagement, and motivation, which are all

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important to math education. While I was of the impression that game-based learning has many
benefits, I did not know that it could have such great implications in the area of mathematics. As
a math teacher, I would love to have such an atmosphere in my classroom.
Article 2:
Exploring Application, Attitudes, and Integration of Video Games: MinecraftEdu in
Middle School, was written by Jose-Mauel Saez-Lopez, John Miller, Esteban Vasquez-Cano,
and Maria-Concepcion Dominguez-Garrido and accepted on November 16, 2014. The authors of
this article set out to examine the effectiveness of the use of MinecraftEdu in the classroom. The
authors indicate that MincraftEdu enhances creativity and allows students the opportunity for
discovery.
Summary of the Review:
Interestingly, Saez-Lopez, Miller, Vasquez-Cano, and Dominguez-Garrido (2014)
indicate that 97% of young people and 53% of adults play video games. Such widespread use is
believed to occur because video games are fun (Saez-Lopez et al., 2014). Such an avid interest is
in direct contrast to the lack of interest young adults often show in school (Saez-Lopez et al.,
2014). Furthermore, Saez-Lopez et al. (2014) indicate that the motivation of video games could
be combined with academic content and therefore be pedagogically beneficial. Saez-Lopez et al.
(2014) state, The most important features of game-based learning are related to the fact that
they are educational and they allow interaction in the virtual environment. While some critics
still oppose game-based learning, research does exist that show the educational benefits. SaezLopez et al. (2014) remind the readers that effective learning happens when it is active, problem

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based, and gives immediate feedback. Game-based instruction has the potential to create this
type of environment.
Analysis of Methodology:
The methodology that was used to conduct this research was the Design-Based Research
model. The primary goal of the research was to analyze the educational benefits of MinecraftEdu
on 6th through 8th graders. The 131 participants of this study were students from the USA and
Spain. Of those 131 students, 41 were from Albacete, Spain, 50 were from Cuenca, Spain, and 90
were from California. According to Saez-Lopez et al. (2014), the study focused on the following
objectives: Check students outcome improvement with MinecraftEdu. Assess students
outcomes with respect to learning, motivation, fun and engagement when they use video games
in the history classroom. Analyze interactions regarding the use of games in virtual learning
environments. Assess attitudes of the school community regarding the implementation of
MinecraftEdu in history.
Summary of Results:
Saez-Lopez et al. (2014) reported that although most involved felt that MinecraftEdu
enhanced creativity and learning, significant academic improvements were not seen. Also, 71.7%
of the participants felt that game-based learning was appropriate to the learning process (SaezLopez et al. 2014). Ultimately, the students and teachers involved seemed to have a positive
attitude about game-based learning.
My Opinion:
I really enjoyed this article. I have always been curious about MinecraftEdu in the
classroom, and this article gave me some insight into the implications. For me, I believe that

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MinecraftEdu could be used to scaffold classroom instruction. Promoting student engagement

and learning seemed to be huge benefits of this study, and I believe that is a valuable tool.
What I learned:
I learned a lot of great information from reading this article. One thing that I took away
was something that seemed to be a common theme throughout the research. That theme was the
difference of opinion that seems to exist between students, parents, and teachers. Generally
speaking, it seemed as though students and teachers were pro game-based learning, while parents
were hesitant to embrace the practice. Parents seem to have negative connotations about video
games and fail to see the educational value of their use in the classroom. I found it to be very
interesting that that hurdle never seemed to be overcome during the study.
Article 3:
Exploring Elementary-School Students Engagement Patterns in a Game-Based
Learning Environment was written by Ya-Hui Hsieh, Yi-Chun Lin, and Huei-Tse Hou and
published on September 3 of 2014. This study was conducted in order to observe student
engagement patterns rather than the interest level of students. Also, this article serves to answer
the question of the effect gender has on game-based learning.
Summary of the Review:
According to Hsieh, Lin, and Hou (2014), positive interactions between students and
their learning environment should exist. For game-based learning to meet this need, games
should include fantasy content to motivate students (Hsieh, Lin, & Hou 2014). Game-based
learning should include both game and learning goals (Hsieh, Lin, & Hou 2014). Students
learning in a game-based environment should participate in things activities that promote

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problem solving critical thinking skills (Hsieh, Lin, & Hou 2014). It is also important to note
that when students interact with digital applications, it can increase their cognition (Hsieh, Lin,
& Hou 2014). This article also addresses gender differences in learning with some very
interesting results.
Analysis of the Methodology:
The participants of this study were comprised of 17 males and 17 females for a total of 34
students ranging from 4th to 6th grades. The students were from a school in Taiwan and were
experience in online games. A game was then created that centered on what is known as resource
classification which is something that all Taiwanese people are familiar with (Hsieh, Lin, & Hou
2014). The resource classification game was created using the mini-game approach which is
brief and based on one principle (Hsieh, Lin, & Hou 2014). Once the participants were in place,
and the game created, an after school tutoring program was used to conduct the study.
Summary of the Results:
Interestingly, Hsieh, Lin, & Hou (2014) reported that male students were observed as
being more engaged in the learning process than the females. The male students engaged in self
conversations when confused whereas female students tended not engage in such behavior
(Hsieh, Lin, & Hou 2014). This evidence supports the fact that the learning patterns are different
for males and females (Hsieh, Lin, & Hou 2014). The research seemed to indicate that male
students were more competitive and confident with game-based learning (Hsieh, Lin, & Hou
2014).
My Opinion:

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I believe this research is important because of the differences in the motivation of male
students versus female students. Research such as this can help educators in the instructional
design process to figure out strategies that will engage female students in the areas of problem
solving and critical thinking in a game-based learning environment. Also, I believe that
establishing an after school program to facilitate the implementation of game based learning is a
great way to test the waters.
What I learned:
I was surprised to learn that female students are not as motivated to learn through gamebased learning as male students. This was not something that I even considered as I began this
assignment. I also learned that an after school program is a great way to try out a game-based
learning classroom. Overall, I was pleased to see that game-based learning is a great motivator.
Overall Reflection:
Game-based learning is something that has always been of interest to me. Student
motivation and engagement is something I struggle with, and I have always wondered if
incorporating video games would help motivate and engage my students. Also, in a recent
training I attended, the speaker shared that his grandson was playing a football video game that
had been developed to aid in the learning process. He shared that his grandson was so excited
about the game and didnt want to stop playing. As an adult, I actually enjoy playing games on
my phone. In fact, I sometimes spend too much time playing such games. I would love to put my
love of games to use in the classroom to promote student learning. I very much enjoyed this
assignment and hope I can participate in some type of professional development in the area of
game-based learning.

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References

Denham, A. R., Mayben, R., & Boman, T. (2016). Integrating Game-Based Learning Initiative:
Increasing the Usage of Game-Based Learning Within K-12 Classrooms Through
Professional Learning Groups. Tech Trends, 60, 70-76. doi:10.1007/s11528-015-0019-y
Hsieh, Y.-H., Lin, Y.-C., & Hou, H.-T. (2015). Exploring Elementary-School Students
Engagement Patterns in a Game-Based Learning Environment. Educational Technology
& Society, 18 (2), 336-348.
Saez-Lopez, J. M., Miller, J., Vazquez-Cano, E., & Dominguez-Garrido, M. C., (2015).
Exploring Application, Attitudes, and Integration of Video Games: MinecraftEdu in
Middle School. Educational Technology & Society, 18 (3), 114-128.