Amy Nathan
<EMAIL_ADDRESS>Ontario Tech University
Abstract
Research conducted in elementary schools generally finds that students can gain skill development in algorithmic thinking, computational thinking, and problem-solving (Chen et al., 2017). This strengthens Math and Science abilities and understanding (Saez et al., 2019). This chapter will review literature focused on the effectiveness of games and learning by design to create artifacts on the coding platform Scratch. Finally, this paper will examine the application value of game-based learning for students to construct meaningful knowledge and enhance their 21st-century skills, as well as its impact on the overall learning experience.
Keywords
coding, computational thinking skills, constructivism, critical thinking skills, game-based learning, learning by design, problem-solving skills, TPACK, scratch
Introduction
Technology is constantly evolving and growing in our daily lives. We regularly rely on technology to simplify tasks. In the classroom, researchers have focused on literacy and numeracy; however, there is an increasing emphasis on integrating Science, Technology, Engineering, Math and 21st-century skills (Bers et al., 2014; The Partnership for 21st Century Learning, 2015). New devices like tablets and smartphones are being developed to be more user-friendly and rapidly expands its audience to include young children. This has resulted in increased use of technology in the classroom (Bers et al., 2014). Technology has evolved and has become more accessible to educators leading to greater interest in integrating game-based applications as educational tools to supplement traditional learning in the classroom (Nebel et al., 2016).
The rise of Covid and pandemic restrictions caused educators and learners to shift to remote learning. Remote learning created an immediate need to reimagine teaching and learning. This forced educators and students to experiment with various technology to determine new ways of learning and engagement. There is a consensus among scholars that game applications have been an effective learning tool in the classroom. Recently, remote learning has demonstrated that games are equally valuable in supporting virtual learning. Games can engage and sustain students’ excitement for learning, keep them interested, and be involved in what they are learning (Agbo et al., 2021; Yadav & Oyelere, 2021). Game-based learning helps bridge the gap between gaming and learning. It creates a union between the educational component and the concept of gaming to make learning fun. (Yadav & Oyelere, 2021). Studies recognize that incorporating technology and games is engaging and leads to increased knowledge and enjoyment.
Gameplay is not the only focal point of game-based learning research. Game design and learning by design have gained more traction recently with researchers (Baytak & Land, 2011; Gross & Gross, 2016; Kafai & Burke, 2015). Researchers have found that the design element