Weaknesses of Games Based Learning

Games-based learning is a serious way for us to meet the needs of our students in way that is both engaging and impactful. However, there are still some limitations to games-based learning that need to be considered before educators can use it in practice.

Limitations of games-based learning include the outcomes of our students; the costs of investment; as well as the shift and priorities. This article will address these weaknesses of games-based learning as well as some best practices when creating new games-based learning systems.

Outcomes

Not all games-based learning systems use digital implementations. While it may be interesting and novel to use PC, tablets, consoles, or laptops for games, there can be some significant costs involved. Those costs include the physical strain from our players and students from using these devices for so long. This repetitive stress can often be linked to other functions of living and learning in a sedentary lifestyle.

In addition, games-based learning programs often focus on consistent engagement and attention of players and students. That consistent engagement can be tiring as well a decrease the attention span of users. That decreased attention span can hinder the active involvement and engagement of players for other parts of the games-based learning system; or the outcomes of the program as a whole.

Investment

Games-based learning is often seen as a novel implementation of learning, education, training, and development. For those trained and have a background in the process; it can be a minimal investment in time and resources. However, for others who are not as well versed, the practice could be a waste of time in learning and implementing the structure and logistics.

That waste of time could also manifest itself in the financial costs of the program. While table top and other physical implementations of games-based learning for teaching, training, and development can be relatively low cost; the creation of the program often isn’t. Serious time and resources have to go into customized programs for clients, organizations, and institutions into creating games-based learning that fits student outcomes as well as organizational philosophies.

Lastly, the logistics of implementing games-based learning can be a heavy investment. Especially for face-to-face or table top programs for companies that host mostly remote teams. The necessity of bringing everyone face to face could represent a big impact on time and productivity for the entire company. Digital and remote applications of games-based learning could address this; but often at the cost of player engagement and involvement.

Priorities

Really great games are truly engaging and intrinsically motivating. However, an effective application of games-based learning means that the users meet the stated learning outcomes. When players become too involved in the game; those outcomes can be thrown by the wayside. So, the shift of focus away from learning and towards engagement is often a challenge associated with games-based learning.

In addition, priorities towards the game and away from learner outcomes often results in the lack of measured results. Great applications of games-based learning engage users as well as meet all stated learning outcomes. But those outcomes cannot be determined if they are not measured.

Lastly, negative behaviors can come about from games-based learning. This is especially true in competitive environments; scenarios; simulations; and serious games where different teams of individuals from the same organization compete against one another. While competition as a game structure is necessary and relevant for many games; it can often be used against the greater purpose of the program in games-based learning.

Best practices for successful games-based learning

Successfully implemented games-based learning programs should be wholly aligned with learner outcomes; business goals; and organizational philosophy. Like a great game theme: goals; mechanics; and objective should align with what you want your learners to do at the end of the program.

That alignment comes from getting the management of the organization onboard. It’s true that some executives can be resistant to using games-based learning. However, demonstrating its effectiveness; efficacy; and outcomes through past examples; case studies; and actual game play can help you go a long way towards developing social proof.

Social proof is most evident when the feedback is positive and immediate. Much like a positive feedback loop in gaming; getting that 1up; gold star; or mission objective is an incredibly powerful feeling. So to must your users and students get that immediate feedback through applications of their learning in their everyday work. Immediate application is a hallmark of successful games-based learning design.

Lastly, effective engagement is accomplished through the constant adjustment based on player capabilities. Games should be difficult enough to continue to engage and entice the player. But not so difficult that they would stop playing. They should also not be so easy that it’s not even worth it to play.

Takeaways

This article covered the limitations of games-based learning. That included the outcomes of students; the cost of investment; as well as the shift in priorities.

Best practices on successful use of games-based learning focused on four major areas. Those areas included alignment between learning outcomes; organizational philosophy; and business goals. It also includes recruiting and advocating for managerial support and the development of social proof through active feedback. Lastly, player engagement is based mostly on scalable difficulty. The game should be as challenging as the players’ individual abilities.

This article addressed the weaknesses of games-based learning and the best practices for how to mitigate them. If you’d like to learn more about how to mitigate the weaknesses of gamification then check out the free course on Gamification Explained.

Dave Eng, EdD

Managing Partner

dave@universityxp.com

www.universityxp.com

References

Adams, C. (2017, September 22). The Disadvantages of Using Games As a Learning Tool. Retrieved October 15, 2019, from https://itstillworks.com/12328164/the-disadvantages-of-using-games-as-a-learning-tool

Ford, T. (2015, September 2). 4 Pros and Cons to Gamified Learning. Retrieved October 15, 2019, from https://tophat.com/blog/gamified-learning/

When Games May Not Work: Limitations of Game-based Learning. (2017, September 28). Retrieved October 15, 2019, from https://blog.commlabindia.com/elearning-design/game-based-learning-limitations-prevention

Cite this Article

Eng, D. (2019, October 23). Weaknesses of Games Based Learning. MONTH DATE, YEAR, from https://www.universityxp.com/blog/2019/10/23/weaknesses-of-games-based-learning

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