Abstract
Reflective learning is widely acknowledged as a highly effective approach to enhancing skills and knowledge, involving learners in introspection based on past experiences. Over the past decade, Game-Based Learning (GBL) has successfully integrated various learning theories to improve educational outcomes. Digital games, with their interactive environments, are particularly well-suited for reflective learning, allowing learners to navigate, explore, fail, and retry, fostering critical thinking and problem-solving. Key features like user interfaces and in-game prompts support reflective feedback. However, despite this potential, there has been limited focus on designing GBL specifically for reflective learning.This research addresses this gap by developing Reflective Game Design (RGD)recommendations aimed at systematically integrating reflective learning practices into digital GBL. Using a human-centred design approach, the study was conducted in three phases. First, a detailed exploration of traditional reflective learning practices and the features of digital games was undertaken, combining insights from literature with perspectives from researchers, users, and practitioners. This phase identified several key factors critical to the successful integration of reflective practices into GBL, including iterative feedback mechanisms, and real-time reflective prompts. Second, these findings informed the design and development of reflective game prototypes, including both low- and high-fidelity iterations, which were refined through continuous feedback from user testing. Third, a comparative evaluation was conducted to assess the efficacy of reflective versus non-reflective game designs in terms of usability and learning outcomes.
The comparative evaluation revealed that the RGD significantly enhanced both user engagement and learning effectiveness. As a result, the study offers specific RGD recommendations that outline key factors for integrating reflective learning into GBL. Additionally, the research introduces the RGD framework, a process model that guides the systematic integration of reflective practices into digital GBL. This framework provides practical strategies for improving learning outcomes and contributes to the field of educational technology and game design. By offering these insights, this research serves as a valuable resource for researchers, educators, and game designers, placing reflective GBL as a new horizon in effective digital education.
| Date of Award | Oct 2024 |
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| Original language | English |
| Awarding Institution |
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| Supervisor | Panagiotis Fotaris (Supervisor), Marcus Winter (Supervisor) & Paul Harris (Supervisor) |