{"id":10,"date":"2013-10-01T11:06:16","date_gmt":"2013-10-01T18:06:16","guid":{"rendered":"https:\/\/blogs.ubc.ca\/gamebasedlearning\/?page_id=10"},"modified":"2013-10-14T07:39:56","modified_gmt":"2013-10-14T14:39:56","slug":"challenges","status":"publish","type":"page","link":"https:\/\/blogs.ubc.ca\/gamebasedlearning\/challenges\/","title":{"rendered":"Challenges"},"content":{"rendered":"

Read<\/strong><\/em> – The Challenges of Game-Based Learning<\/h3>\n

While more and more institutions, instructors and students are beginning to see the validity of Game Based Learning there remains many challenges to overcome before this type of learning can become widespread.\"\"<\/a>\"\"<\/a><\/p>\n

1)\u00a0\u00a0 Combining engaging game design with learning objectives and curriculum:\"\"<\/a><\/strong><\/p>\n

In order to make Game Based Learning educational and useful in the classroom, the game must meet certain learning outcomes. Adapting the games to these multiple outcomes requires various difficulty levels, numerous \u201cquests or challenges\u201d and an array of steps or levels to \u201cwin\u201d the game.<\/p>\n

2)\u00a0 Creating a gaming atmosphere that is adapted to all the learners\u2019 ability:<\/strong><\/p>\n

Undoubtedly in today\u2019s classrooms most students will be digital natives born in the era of Internet, cell phones and easily accessible computers. But this still does not apply to all learners nor does it reflect the individual ability and gaming knowledge of each learner. Adapting a game to respond to these differences is difficult.<\/p>\n

3)\u00a0 \u00a0Overcoming the cultural barrier with faculty and parents:<\/strong><\/p>\n

Marketing the idea of Game Based Learning to faculty and especially to parents is not an easy sell. GBL is still stereotyped as gaming or as some parents view it \u201cwasting ones time\u201d. The stigma associated with games and play is difficult to overcome in an educational setting where accountability and results are necessary and required.<\/p>\n

4)\u00a0 The cost associated with developing a learning game:<\/strong><\/p>\n

Games require time, knowledge, and money to take shape. Some colleges and universities will not have the resources or time available to them to make educational games. The cost of funding a game coupled with the hardware and software needed to create it, can become too costly for institutions to manage.<\/p>\n

5)\u00a0 Game development requires knowledge and certain proficiencies:<\/strong><\/p>\n

Creating a game and playing one are two vastly different tasks. The knowledge and abilities needed to create a game that will meet the needs of various learners, engage the students, respond to curriculum, be ready quickly and be cost effective are vast and difficult to come by\u00a0(Epper, 2012).<\/p>\n

Developing the game itself comes with its\u2019 own set of challenges but there are also other implementation issues that Game Based Learning faces:<\/p>\n