DEFINING TRAITS OF A GOOD GBL

A GOOD GBL MUST BE:
Interactive problem solving: Interaction between the quest and the player
- Specific goals/rules: rules must be followed and goals attained to make the learner focus
- Adaptive challenges: Difficulty levels should match the learner’s ability.
Control : encourage the learner to influence the game play.
- feedback: should Provide timely feedback. 
- Uncertainty: it should not be predictable,
- Sensory stimuli: sounds, graphics and story that give excitement.
EFFECTS OF GBL ON LEARNERSL
-Critical/logical thinking
-Retention skills
-Creativity skills
-Development of ICT skills
-Collaborative learning
-Learning how to fail
-Improve visual organ
-Motivation and fun

 -Communication skills
-Social and emotional development (Fromberg, 2002)
- Neurological development (Perry et al, 2000)
- Oral/literacy development (Perry et al, 2000)
- NOTE: too much of every thing is bad. Games must have a time limit

GBL IN OUR SCHOOLS TODAY
- GBL was facilitated by the advent of digital devices game plays and the development of software. Unfortunately, GBL is not used in our educational circle. And, there are few literature on the GBL topic. For me to get a clear picture of the usage of game-based learning in our school, there should be a well researched information.
-So, I decided to conduct a research on the subject. It leads me to Peki college of education, its basic school and the Peki SHS. In all 20 questionnaires were given to 10 male and 10 female teachers (2 could not be retrieved from the females). I collected 18 out of 20.


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