Advancing game-based learning in higher education through debriefing: Social constructivism theory

Yıl 2024, Cilt: 12 Sayı: 1, 15 - 27

Jie Zhang Zijing Hu

https://doi.org/10.17478/jegys.1394242

Öz

Game-based learning has gained increasing attention globally. It is an effective pedagogical approach to promote students’ engagement and improve learning outcomes. However, the literature reveals there is a need to strengthen game-based learning, as many students retain only fun of academic games. This study aimed to explore students’ experiences on the integration of debriefing in game-based learning at an identified higher education institution in South Africa. The social constructivism theory was utilised as a theoretical lens in this study. The authors employed a qualitative single case study design within an interpretivist paradigm. A purposive sampling strategy was adopted. Six participants were recruited for this study. Data were analysed inductively using thematic analysis. The findings of this study revealed that participants shared positive views and attitudes towards debriefing in game-based learning. They believed game-based learning significantly promoted their studies. The implementation of debriefing in game-based learning assisted them to identify their strengths and weaknesses. Furthermore, the utilisation of debriefing in game-based learning enhanced collaborations and teamwork. This study also highlighted that there was a need to ensure that debriefing was well planned in advance, and that instructors should be competent to conduct debriefing sessions. This study concluded that debriefing is an effective method to advance game-based learning. Further research should be conducted at national and international levels with different research approaches.

Anahtar Kelimeler

debriefing, game-based learning, social constructivism theory, higher education, student engagement

Kaynakça

• Abegglen, S., Greif, R., Balmer, Y., Znoj, H.J. & Nabecker, S. (2022). Debriefing interaction patterns and learning outcomes in simulation: an observational mixed-methods network study. Advances in Simulation, 7(28), 1-10. doi: https://doi.org/10.1186/s41077-022-00222-3
• Abramovich, S., Schunn, C. & Higashi, R.M. (2013). Are badges useful in education?: It depends upon the type of badge and expertise of learner. Educational Technology Research and Development, 61(2), 217–232. https://doi.org/10.1007/s11423-013-9289-2
• Adipat, S., Laksana, K., Busayanon, K., Asawasowan, A., & Adipat, B. (2021). Engaging students in the learning process with game-based learning: The fundamental concepts. International Journal of Technology in Education, 4(3), 542-552. https://doi.org/10.46328/ijte.169
• Akour, M., Alsghaier, H. & Aldiabat, S. (2020). Game-based learning approach to improve self-learning motivated students. International Journal of Technology Enhanced Learning, 12(2), 146-160.
• Barwani, A. (2014). Effective debriefing helps achieve learning objectives in the classroom. Journal of Education and Educational Development. 1(2), 156-165. doi: 10.22555/joeed.v1i2.43
• Bilgin, C.U., Baek, Y. & Park, H. (2015). How debriefing strategies can improve student motivation and self0efficacy in game-based learning. Journal of Educational Computing Research, 53(2), 155-182. doi: 10.1177/0735633115598496
• Burhanuddin, N.A.N., Ahmad, N.A. Said, R.R. & Asimiran, S. (2021). Learning theories: Views from behaviourism theory and constructivism theory. International Journal of Academic Research in Progressive Education and Development, 10(1), 85–98.
• Carpenter, D. & Hu, Z. (2023). Value of clinical observational learning in work-integrated learning in health sciences education: Students’ views and experiences. International Journal of Learning, Teaching and Educational Research, 22(6), 552-567. https://doi.org/10.26803/ijlter.22.6.29
• Chan, K., Wan, K. & King, V. (2021). Performance Over Enjoyment? Effect of Game-Based Learning on Learning Outcome and Flow Experience. Frontiers in Education,6, 1-10. doi:10.3389/feduc.2021.660376
• Cheng, C. H. & Su, C. H. (2012). A Game-based learning system for improving student’s learning effectiveness in system analysis course. Procedia: Social and Behavioral Sciences, 31, 669–675. doi:10.1016/j.sbspro.2011.12.122
• Cheng, A., Eppich, W., Grant, V., Sherbino,J., Zendejas, B. & Cook, D.A. (2014). Debriefing for technology-enhanced simulation: a systematic review and meta-analysis. Medical Education, 48(7), 657-666. doi: 10.1111/medu.12432.
• Creswell, J.W. (2014). Research Design: Qualitative, Quantitative and Mixed Methods Approaches (4th ed.). California: Sage.
• Dreifuerst, K.T. (2015). Getting started with debriefing for meaningful learning. Clinical Simulation in Nursing, 11 (5), 268-275. doi: https://doi.org/10.1016/j.ecns.2015.01.005
• Doyle, E. & Buckley, P. (2013). Research ethics in teaching and learning. Innovations in Education and Teaching International. 51(2), 153-163. doi: 10.1080/14703297.2013.774137
• Dufrene, C. & Young, A. (2014). Successful debriefing — Best methods to achieve positive learning outcomes: A literature review. Nurse Education Today, 34(3), 372-376. doi: http://dx.doi.org/10.1016/j.nedt.2013.06.026
• Ertmer, P. A. & Newby, T. J. (2013). Behaviourism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 26(2), 43-71.
• Fanning, R. M. & Gaba, D. M. (2007). The role of debriefing in simulation-based learning. Simulation in Healthcare, 2(2), 115-125. doi: 10.1097/SIH.0b013e3180315539.
• Gardner, R. (2013). Introduction to debriefing. Seminars in Perinatology, 37(3), 166-174. doi: 10.1053/j.semperi.2013.02.008.
• Hashim, H., Rafiq, K.R.M. & Yunus,M.M. (2019). Improving ESL learner’ grammar with gamified-learning. Arab World English Journal, 5 (5), 40-50. https://dx.doi.org/10.24093/awej/call8.12
• Hu, Z. (2022). COVID-19 patient’s views and experience of Traditional Chinese Medicine treatment in South Africa. Alternative Therapies in Health and Medicine, 28(7), 65-71. https://pubmed.ncbi.nlm.nih.gov/35648696/
• Hu, Z. & Razlog, R. (2023). The use of game-based learning to enhance student engagement in the acupuncture programme: South African students’ opinions. Journal for the Education of Gifted Young Scientists, 11(2), 113-123. DOI: http://dx.doi.org/10.17478/jegys.1277401
• Hu, Z. & Venketsamy, R. (2022). Implementation example of TPACK model in health sciences education: Exploring of the students’ views on clinical simulation in the acupuncture programme at a South African University. Journal for the Education of Gifted Young Scientists, 10(2), 251-263. DOI: http://dx.doi.org/10.17478/jegys.1092471
• Hu, Z., Venketsamy, R. & Pellow, J. (2022). University students’ experiences of the teaching and learning of an acupuncture programme: A South African case study. International Journal of Learning, Teaching and Educational Research, 21(12), 107-125. https://doi.org/10.26803/ijlter.21.12.6
• Johns, J.A. & Moyer, M.T. (2017). Planning and facilitating debriefs of experiential learning activities in skills-based health education. Journal of Health Education Teaching, 8(1), 61-76.
• Jääskä, E & Aaltonen, K. (2022). Teachers’ experiences of using game-based learning methods in project management higher education, Project Leadership and Society, 3, https://doi.org/10.1016/j.plas.2022.100041.
• Kim, S. & Son, Y. (2022). Effects of debriefing on motivation and reflective thinking of nursing students during in-school practicum using a flipped learning model. Healthcare, 10(12), 1-9. doi:https://doi.org/10.3390/healthcare10122552
• Kitiashvili, A. (2020). Shifting from a teacher-centred to a student-centred approach in the general education of Georgia: Attitudes and classroom practices of teachers. International Journal of Innovation and Research in Educational Sciences, 7(6), 552-564.
• Kolbe, M., Eppich, W., Rudolph, J., Meguerdichian, M., Catena, H., Cripps, A., Grant, V. & Cheng, A. (2019). Managing psychological safety in debriefings: a dynamic balancing act. BMJ Simulation & Technology Enhanced Learning, 6(3), 164-171. doi: 10.1136/bmjstel-2019-000470.
• Maree, J.G. (Ed.). (2020). First Steps of Research. Pretoria: Van Schaik Publishers.
• Mee, R.W.M., Shahdan, T.S.T., Ismail, M.R., Ghani, K.A., Pek, L.S., Von, W.Y., Woo, A. & Rao, Y.S. (2020). Role of gamification in classroom teaching: pre-service teachers’ view. International Journal of Evaluation and Research in Education, 9(3), 684-690. http://doi.org/10.11591/ijere.v9i3.20622
• Muhajirah, M. (2020). Basic of learning theory: (Behaviorism, Cognitivism, Constructivism, and Humanism). International Journal of Asian Education, 1(1), 37-42. https://doi.org/10.46966/ijae.v1i1.23
• Nicholson, S. (2012). Completing the experience: Debriefing in experiential educational games. Proceedings of the 3rd International Conference on Society and Information Technologies (pp. 117–121). Winter Garden, Florida: International Institute of Informatics and Systemic.
• Plass, J.L., Homer, B.D. & Kinzer, C.K. (2015). Foundations of game-based learning. Educational Psychologist, 50(4), 258-283. https://psycnet.apa.org/doi/10.1080/00461520.2015.1122533
• Ramsook, L. (2018). Cooperative learning as a constructivist strategy in tertiary education. International Journal of Education and Research, 6(12), 149-160.
• Rao, P. (2022). Introduction to debriefing. Update in Anaesthesia, 36, 35-40. doi:10.1029/WFSA-D-21-00006
• Rudolph, J., Simon, R., Dufresne, R. & Raemer, D. (2006). There's no such thing as “non-judgmental” debriefing: a theory and method for debriefing with good judgment. Simulation in Healthcare, 1 (1), 49-55.
• Rudolph, J., Simon, R., Rivard, P., Dufresne, R. & Raemer, D. (2007). Debriefing with good judgment: combining rigorous feedback with genuine inquiry. Anaesthesiology Clinics, 25(2), 361-376. http://dx.doi.org/10.1016/j.anclin.2007.03.007.
• Schön, D.A. (1983). The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.
• Shinnick, M.A., Woo, M., Horwich, T. B. & Steadman, R. (2011). Debriefing: The most important component in simulation? Clinical Simulation in Nursing, 7(3), e105-e111. doi: http://dx.doi.org/10.1016/j.ecns.2010.11.005.
• Shohel, M.M.C., Naomee, I., Ashrafuzzaman, M. & Tanni, S.A. (2022). Game-Based teaching and learning in higher education: Challenges and prospects. In M.M.C. Shohel, M. Shrafuzzaman, I. Naomee, S.A. Tanni & F. Azim. Acquiring 21 Century Literacy Skills Through Game-Based Learning. Hershey: IGI Global. doi: 10.4018/978-1-7998-7271-9.ch005
• Stansbie, P., Nash, R. & Chang, S. (2016). Linking Internships and Classroom Learning: A Case Study Examination of Hospitality and Tourism Management Students. Journal of Hospitality, Leisure, Sport & Tourism Education, 19, 19-29. doi:https://doi.org/10.1016/j.jhlste.2016.07.001
• Subhash, S., & Cudney, E. A. (2018). Gamified learning in higher education: systematic review of the literature. Computers in Human Behavior, 87, 192-206. https://doi.org/10.1016/j.chb.2018.05.028
• Thompson, C. G., & von Gillern, S. (2020). Video-game based instruction for vocabulary acquisition with English language learners: A Bayesian meta-analysis. Educational Research Review, 30, 100332. doi:10.1016/j.edurev.2020.100332
• Van der Meij, H., Albers, E. & Leemkuil, H. (2011). Learning from games: Does collaboration help? British Journal of Educational Technology, 42(4), 655–664.
• Van Heukelom, J. N., Begaz, T. & Treat, R. (2010). Comparison of postsimulation debriefing versus in-simulation debriefing in medical simulation. Simulation in Healthcare, 5(2), 91–97.
• Venketsamy, R., Hu, Z., Helmbold, E., & Auckloo, P. (2022). Implementing the Japanese Lesson Study as a professional development tool in South Africa. Journal for the Education of Gifted Young Scientists, 10(3), 349-362. DOI: http://dx.doi.org/10.17478/jegys.1129982
• Vygotsky, L (1962) Thought and Language. Cambridge: M.I.T.Press, Massachusetts Institute of Technology.
• Wati, I. F. & Yuniawatika. (2020). Digital game-based learning as a solution to fun learning challenges during the Covid-19 pandemic. Advances in Social Science, Education and Humanities Research, 508, 202–210. doi:10.2991/assehr.k.201214.237
• Yin, R.K. (2018). Case Study Research and Applications: Design and Methods (6th ed.). The United States of America: Sage.