The GTCS outlines the importance of the teacher providing effective learning and teaching as well as creating imaginative strategies for learning and teaching. In the current climate of the pandemic, this is more important than ever in order to engage pupils in learning and highlights the importance of teachers having secure knowledge and understanding of current guidance on the use of digital technologies. One of the principles of game-based learning is that it will develop an intrinsic motivation in pupils as playing is by in large voluntary and self-driven (Perrotta, C. et.al 2013, pg:i). A study into the impact of game-based learning found that there was consistently a positive impact on problem solving skills, broader knowledge acquisition motivation and engagement (Perrotta, C. et.al 2013, pg:ii). Overall, despite there being limited research into the impacts of game-based learning the literature that has been researched suggests that overall game-based learning can improve engagement and motivation (Perrotta, C. et.al 2013, pg:ii). Therefore, this investigation will investigate whether or not the use of game-based learning has an impact on pupil engagement in a remote context.
The aim of this enquiry was to investigate whether or not game-based learning increased pupil engagement during remote learning.
Game based learning to be investigated were:
The use of Microsoft Form (MS) quizzes integrated into lessons.
The use of games integrated into lessons such as Kahoots.