So far we have looked at these gaming elements introduced by Rshaid (2014):
- High levels of engagement
- Real-time relevant feedback
- Acceptance of mistakes as part of the learning process
- Practical hands-on learning
- Increasing levels of complexity
- Independent learning and learning from peers
- Individual & self-paced
For our final comparison, we will investigate the ways that gaming develops metacognition skills. When gamers engage with games, they usually become very aware of their limitations and skills they need in order to excel to the next level. Often gamers will reflect and plan with others whether virtually or face-to-face. This reflection and self-assessment is a vital piece involved in the development of metacognition skills.
“This metacognitive (reflection) benefit of games is often overlooked, but it does constitute a very relevant and important characteristic of the game-based pedagogy, since reflection and awareness of one’s own learning is a survival skills in the quest for lifelong learning” (Rshaid, 2014, p. 190).
This ability to analyze one’s own learning signals a transition for students. At this point, students begin to own their learning and are able to take steps in order to gather more learning and skills. Here is one last comparison that teachers can incorporate into their classrooms so that more students can experience success.