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6 months ago in Educational Pedagogy , Game-Based Learning By Rajesh Gundlapalli
How can we meaningfully define and identify classroom tasks as “games” across different levels of education?
As a researcher interested in pedagogy, I am trying to understand how game-based tasks differ from routine activities. The challenge is identifying consistent characteristics while accounting for learner age and cognitive level. This clarity is important for both curriculum design and empirical research.
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By Binita Sinha Answered 4 months ago
From my experience working with game-based learning, what defines a classroom “game” is not the presence of fun alone, but purposeful structure. I have seen effective games include clear goals, rules, feedback loops, and voluntary engagement, even at doctoral levels. The difference across educational stages lies in cognitive complexity, not in the core characteristics. Younger learners respond to tangible rewards, while advanced learners engage through challenge, autonomy, and strategic thinking. I would recommend framing games as systems for problem-solving rather than entertainment.
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