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Review
. 2018 Nov 1;365(21):fny237.
doi: 10.1093/femsle/fny237.

Current climate for digital game-based learning of science in further and higher education

Carla L Brown  1   2 , Mary Ann Comunale  1   2 , Brian Wigdahl  1   2 , Sandra Urdaneta-Hartmann  1   2
Affiliations
Review

Current climate for digital game-based learning of science in further and higher education

Carla L Brown et al. FEMS Microbiol Lett. .

Abstract

Digital game-based learning (DGBL) is being used increasingly as an alternative learning tool to teach science in further and higher education. A variety of digital game formats currently exist for science learning, alongside diverse methods for their implementation and evaluation. This paper aims to provide a broad summary of the field by discussing the current platforms for DGBL and examples of games played on them. These include gamified simulations and traditional digital games delivered through personal computer and online software; mobile games delivered through downloaded applications for devices such as tablets and mobile phones; and educational modifications of commercial games, known amongst gamers as 'mods'. To conclude the summary, the paper discusses the current challenges and barriers associated with DGBL in further and higher science education, and potential strategies researchers may consider to overcome them.

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Figures

Figure 1.
Figure 1.
Gamified simulations for teaching cell biology and laboratory techniques. (A) Screenshot of Meta!Blast, a gamified simulation software that was designed to teach high school and college students about cellular biology. (B) Screenshot of Labster, a gamified simulation that allows students to complete a wide range of virtual labs online including medical genetics, microbiology, forensics and other laboratory techniques such as high-performance liquid chromatography (HPLC).
Figure 2.
Figure 2.
Digital science games developed to teach immunology and protein chemistry. (A) Screenshot of ImmuneQuest, a 3D PC game designed to teach students about immunology in the human body. (B) Screenshot of Foldit, an online puzzle game that allows player to input to research by solving protein structures.
Figure 3.
Figure 3.
Mobile games for teaching microbiology and organic chemistry in higher education. (A) Screenshot of CD4 Hunter, an educational mobile game about how HIV-1 infects CD4+ T cells in the human body. (B) Screenshot of Chairs!, a mobile game to teach about isomer conformation and alkanes.
Figure 4.
Figure 4.
‘Modding’ existing game software for teaching of chemistry in higher education. (A) Screenshot of Polycraft World, a ‘mod’ of Minecraft, designed to teach college students about organic chemistry and distillation.
See this image and copyright information in PMC

References

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    1. Ares AM, Bernal J, Bernal J et al. . Results of the use of Kahoot! gamification tool in a course of ChemistryProceedings of the 4th International Conference on Higher Education Advances (HEAd'18). Valencia: Universidad Politécnica de Valencia, 2018. DOI10.4995/head18.2018.8179. - DOI
    1. Bellotti F, Berta R, De Gloria A et al. . Designing a course for stimulating entrepreneurship in higher education through serious games. Procedia Comput Sci 2012;15:174–86.
    1. Biggs JB. Teaching for Quality Learning at University: What the Student Does. McGraw-Hill Education: UK, 2011.
    1. Bill and Melinda Gates Foundation. Gates Foundation Announces Portfolio of Innovative Grants to Develop New Teaching and Learning Tools that Support Teachers and Help Students. Bill & Melinda Gates Foundation: Seattle, WA, 2011.

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