mGBL makes more sense for teaching lower-level enabling content than complex performances that mix multiple learning domains¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q1
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? mGBL makes more sense for teaching lower-level enabling content, such as core skills associated with a single learning domain, rather than complex performances that mix multiple learning domains. → Honebein Peter C 2021

Evidence¶

Honebein Peter C 2021¶

Honebein Peter C. (2021). How should theory guide a ‘shift to digital’ in mobile game-based learning? Educational Technology Research and Development. https://doi.org/10.1007/s11423-020-09929-4

q1 · i? · theoretical · r3

Theoretical commentary drawing on the author's experience designing instructional games and consulting on mobile games to argue mGBL suits lower-level enabling content. The article offers no empirical data for this claim.

"While not explicitly stated in Giannakas et al. (2018), it seems to me that mGBL makes more sense for teaching lower-level “enabling” content, such as core skills associated with a single learning domain, rather than complex performances that mix multiple learning domains."

Discussion¶

Related Claims¶

• mGBL's main benefit is affective, which may sacrifice effectiveness or efficiency to increase motivation and engagement — related
• Presenting multiple cases from different perspectives supports transfer in ill-structured domains — related
• The Giannakas et al. (2018) review found that transitioning game-based learning to mobile requires well-designed technological and pedagogical solutions, not quick modification — related
• Basing educational game design on well-established learning and instructional theories is argued to reduce the risk of games failing their educational goals — related