‟Using Game-Based Learning in Choosing, Designing, Implementing and Assessing Learning & Retention” by Barry Karrh
Abstract:
This presentation is based on my dissertation:
SIMULACRA ALLIGORÍA SPÍLAIO SOCRÁTI A RECONSIDERATION OF THE ALLEGORY OF SOCRATES CAVE: GAME-BASED THEORY IN INCLUSIVE HIGHER EDUCATION
Which addresses the use of Game Based Learning (GBL) and Game Based Pedagogy (GBP) implemented in higher education, considering how participants reacted in similar scenarios during ‘serious games’ implemented in college level classes. This study used a pre- and post-test model to assess the difference games used as an intervention had on short-term retention.
Data showed that specifically tailored ‘serious games’ purposefully implemented in higher education have a positive effect on both retention and learning for the majority of participants. The significance is that it offers insight into the effects of GBL in higher education, on multiple communities of participants, with both quantitative and qualitative evaluation. This lead to a protocol to design and implement learning platforms for face-to-face and online instruction.
Presenters
- Barry Karrh bkarrh@hotmail.com, Mississippi Gulf Coast Community College
Author Notes:
Conference on Teaching and Learning May 2026
Barry C. Karrh barry.karrh@mgccc.edu Mississippi Gulf Coast Community College
How can I Implement Assesable Game-Based Learning in the Adult Online Classroom?
What Is Game-Based Learning?
Game-Based Learning uses game mechanics such as points, challenges, competition, storytelling, and rewards to increase engagement and reinforce learning objectives. In adult online education, game-based learning can improve participation, motivation, collaboration, and retention while reducing learner fatigue in virtual environments. Unlike simply “playing games,” effective ‘serious game” instruction aligns activities directly with course outcomes and adult learning principles. Adult learners benefit most when activities are practical, relevant, collaborative, and immediately applicable to real-world situations.
Benefits of Game-Based Learning for Adult Learners
Increased Engagement
Interactive activities encourage participation and help maintain attention during online instruction.
Improved Retention
Learners remember concepts more effectively when they actively apply information through challenges, simulations, and problem-solving activities.
Immediate Feedback
Games provide quick feedback that helps learners identify strengths and areas needing improvement.
Collaboration and Communication
Team-based games promote discussion, critical thinking, and peer learning in online classrooms.
Reduced Anxiety
Low-stakes game activities can make assessments feel less intimidating while still measuring comprehension.
Strategies for Implementing Game-Based Learning Online
- Start with Learning Objectives
Design the game around the lesson objective—not the other way around.
What should learners know or do after the activity?
How will success be measured? Use of new skills? Use of new information?
Does the game reinforce course content?
- Use Simple Game Mechanics
Adult learners learn through Andragogy, basing their new learning off of previous experience, not Pedagogy – So having opportunities for their opinion to be heard is paramount for success
Trivia competitions OR Case Studies solved through Jigsaw method
Escape rooms OR Scenario-based decision making
Digital flashcard challenges (available on Quizlet and other platforms)
Team competitions OR Group projects
Progress badges and leaderboards
- Keep Instructions Clear
Online learners can become frustrated if rules are unclear.
Provide short written directions, with clear grading parameters or rubrics.
Examples or demonstrations
Time expectations
Technical support resources
- Encourage Collaboration
Breakout rooms, discussion boards, and team competitions help create social interaction and community in online courses.
Key Principles
Adults need to see relevance of new material and autonomy to challenge
Immediate feedback improves persistence
Safe experimentation increases confidence and low-risk failure encourages participation
Collaboration strengthens retention
Narrative improves memory
Include:
Short evidence summary
Engagement statistics and Real-world examples
- Debrief After the Activity
The learning happens during reflection. After gameplay hold a debriefing discussion.
What strategies worked?
What concepts were reinforced?
How does the activity connect to real-world application?
Free Websites for Prebuilt and Customizable Educational Games
Kahoot! – Best for live trivia games, reviews, and competitive quizzes. Instructors can modify existing public games or create their own. https://kahoot.com/
Quizizz – Offers self-paced and instructor-led quizzes with gamified features including memes, timers, and leaderboards. https://wayground.com/?lng=en
Wordwall – Allows instructors to create matching games, random wheels, crosswords, and interactive activities using customizable templates. https://wordwall.net/au
Blooket – Combines quiz-style questions with engaging game modes that work well for review sessions and online participation. https://www.blooket.com/
Genially – Useful for creating interactive presentations, escape rooms, branching scenarios, and gamified lessons. https://genially.com/
Flippity – Converts Google Sheets into flashcards, quiz shows, bingo games, randomizers, and interactive learning tools. https://flippity.net/
Baamboozle – Simple team-based classroom games that are easy to customize and use during live online sessions. https://www.baamboozle.com/
Jeopardy Labs – Prebuilt Jeopardy based games on a wide variety of searchable topics available for one player or multiple teams to play simultaneously. https://jeopardylabs.com/
My Free Bingo Cards – Free, searchable, editable, amendable and shareable bingo games on a variety of topics which are printable or usable from any internet searchable device. https://myfreebingocards.com/
Canadian Programs and Research Centers
Université de Montréal École de design, the DESS in Game Design at Université de Montréal focuses on interdisciplinary game creation involving education, interaction design, and systems thinking. Students collaborate with educators, engineers, and researchers to create applied games and learning experiences. Program site: Université de Montréal Game Design Program https://design.umontreal.ca/accueil/
TAG Research Centre, located at Concordia University, TAG is one of Canada’s largest game research centers. It supports experimental and educational game development, open collaboration, and interdisciplinary digital learning research. Website: TAG Research Centre https://tag-milieux.ca/
Queen’s University EQUIS Lab, develops educational and accessibility-focused games, including augmented reality and exergaming projects. Several tools and frameworks are designed for adaptation and classroom experimentation. Website: Queen’s EQUIS Lab https://equis.cs.queensu.ca/
U.S. Programs and Open Educational Game Platforms
ARIS, was developed originally through academic collaboration in the U.S., ARIS is an open-source platform allowing educators to build mobile educational games and interactive learning experiences without advanced programming skills. Website: ARIS Platform https://aris.com/
Twine, is widely used in higher education for creating branching narratives and interactive learning modules. Faculty can create scenario-based learning activities for healthcare, business, ethics, and workforce development. Website: Twine Download https://twinery.org/
Construct 3, while not fully open source, Construct offers free educational access and allows rapid development of educational games with drag-and-drop tools. Website: https://www.construct.net/en
Free Game Repositories and Editable Templates
Itch.io Educational Games, are independent creators often release open or modifiable educational games and templates useful for adult learning. https://itch.io/
GitHub Educational Game Projects, provides open-source game projects instructors can adapt for classroom instruction, simulations, and online engagement. https://github.com/
PhET Interactive Simulations, Interactive simulations from the University of Colorado Boulder widely used in adult STEM education. https://phet.colorado.edu/
Key Takeaway for Adult Online Learning
The strongest educational game programs focus less on entertainment and more on: engagement, interaction, reflection, collaboration, and practical application.
Open-source and editable platforms allow instructors to adapt games quickly for adult learners without requiring advanced programming knowledge. Programs in Montreal have become especially influential because of their collaboration between higher education, educational technology, and the commercial game industry.
Final Thoughts
Game-based learning does not require advanced technology or extensive design experience. Small additions such as quizzes, collaborative challenges, and scenario-based activities can significantly improve engagement and learning outcomes in adult online education.
The most successful implementations focus on meaningful interaction, practical application, and learner participation rather than entertainment alone.
When thoughtfully designed, game-based learning transforms online classrooms from passive environments into active learning communities.
References on Frameworks, Theory and Application
Andriotis, N. (2016, May 11). What is microlearning and why you should care. TalentLMS
Becker, K. (2016). Choosing and using digital games in the classroom: a practical guide. In Advances in Game-Based Learning. Vol. 1, Springer, Dordrecht.
Becker, K. (2016). Digital Game-Based Learning: Learning with Games. In Advances in Game-Based Learning. Vol. 1, Springer, Dordrecht.
Becker, K. (2016). Designing Game-Based Pedagogy. In Advances in Game-Based Learning. Vol. 1, Springer, Dordrecht.
Becker, K. (2016). Magic Bullet. In Advances in Game-Based Learning. Vol. 1, Springer, Dordrecht.
Blomberg, G. & Sherin, M. & Renkl, A. & Glogger-Frey, I. & Seidel, T. (2013). Understanding Video as a Tool for Teacher Education: Investigating Instructional Strategies Integrating Video to Promote Reflection. Instructional Science.
Crenshaw, Kimberle (1989) “Demarginalizing the Intersection of Race and Sex: A Black Feminist Critique of Antidiscrimination Doctrine, Feminist Theory and Antiracist Politics,” University of Chicago Legal Forum: Vol. 1989, Article 8.
Csikszentmihalyi, M. (1991). Flow: the psychology of optimal experience. New York, NY: Harper Perennial.
Deloitte. (2016). 2016 digital education survey. Deloitte. https://www2.deloitte.com/content/dam/Deloitte/us/Documents/technology-media-telecommunications/us-tmt-digital-education-survey.pdf
Howard, J. M. E. (2018). On the Interactive Assembling of Reflective Action (Order No. 13420129). Available from ProQuest Dissertations & Theses Global. (2185682964).
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