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The Emergence of Game Based Learning (GBL) From Informal to Formal Contexts in Gulf Higher Education
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, Zayed University, United Arab Emirates

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Honolulu, Hawaii, USA ISBN 978-1-880094-90-7 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Abstract: This paper provides an in-depth reflection on the attempts of three learners to integrate their informal gaming experiences within their academic learning activities. The paper also reflects on the differences in how GBL is perceived within the formal context of institutional learning by contrasting students’ reports with educators’ descriptions of gaming technology integration in corresponding classrooms in a survey of 48 instructors and 437 students at the same university. The writer concurs with others that variance in technology understanding and application is an important area of consideration as it may prevent these tools from being applied in ways that could improve instructional practices and learning outcomes (U.K. Department, 2007; U.S. Department, 2010). The author contends the significant gap suggested between the perceptions of GBL experience and applications by students and instructors reported, is an issue that requires close consideration when implementing these technologies in classroom-based teaching and learning

Citation

Bunts-Anderson, K. (2011). The Emergence of Game Based Learning (GBL) From Informal to Formal Contexts in Gulf Higher Education. In C. Ho & M. Lin (Eds.), Proceedings of E-Learn 2011--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1079-1084). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved May 19, 2022 from .

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