Problem-based learning and electronic games

Introduction

This entry examines how electronic games can provide support for Problem-Based Learning (PBL).

Problem-based learning

PBL is a learning approach grounded in the constructivist theory of learning (Savery & Duffy, 1995). In PBL, the learner is the focus and knowledge is created rather than disseminated (Putnam, 2001; Savery & Duffy). Students collaborate with each other to form knowledge that can be used to solve problems (Ottenbreit-Leftwich, Ertmer, & Simons, 2006). According to Hmelo-Silver (2004), PBL “is well suited to helping students become active learners because it situates learning in real-world problems and makes students responsible for their learning” (p. 236). The teacher, as facilitator, provides relevant experiences that catch the interest of the learner and foster collaboration (Hmelo-Silver; Newman et al., 2003; Putnam, 2001). In a historical analysis, Januszewski and Pearson (1999) reveal six key features of the PBL approach. They are as follows: 1) the problem is introduced before any dissemination of knowledge 2) knowledge should be developed on an as-needed basis 3) intrinsic motivation in which the learner takes ownership is key 4) there has to be a connection to the real world 5) learning is promoted 6) working as individuals or in groups Through PBL, learners can identify knowledge deficiencies, reflect, and be flexible in their thinking (Hmelo-Silver, 2004).