Game-Based Learning across Europe: Policies and Implementation in Mathematics within Multilingual Settings

Game-based learning (GBL) can be described as learning that is facilitated by the use of a game. The term GBL can also be defined as the application of games in learning environments and as an approach that is more in line with students’ needs, interests and habits, and as a result, actively engages them in the learning process. GBL can also be described as a type of play with defined learning outcomes, clearly aligned with sound pedagogical principles. In GBL, learners work towards a goal, making decisions and experiencing the consequences of their actions.  Making mistakes is an accepted and inherent aspect of GBL.  In the risk-free setting of GBL and through experimentation, students actively learn and practice the right way to do things, helping to build resilience. The safe space created in GBL not only reduces learner anxiety and pressure but learning also becomes more fun and engaging. When games are more  interesting and engaging,  learners are more likely to retain subject content and concepts. This in turn provides challenges, promotes greater learner engagement and problem-solving skills. Within multilingual contexts, GBL has the capacity to act as an effective vehicle to boost student motivation and attainment, helping to stimulate greater interest in and retention of subject content. From an educator’s perspective, GBL has the potential to contextualise subject content and language for multilingual learners in their classrooms. 

Through a review and analysis of key policy documents, this study investigates the place of game-based learning (GBL) within the curriculum across several European contexts and forms part of a larger research project exploring the potential of game-based learning to support multilingual learners within mathematics classrooms. Policy analysis provides a way to understand the factors influencing national and/or local policy and the nature of policy, how it is created and its impact. Drawing on Critical Policy Analysis (CPA) as a theoretical framework, this proposal seeks to identify and examine differences between policy rhetoric and practiced reality, in other words, how policy is translated or interpreted in curriculum planning. Using a critical frame affords a more nuanced, holistic understanding of the complex nature of educational policy, to help understand the rationale behind its inception and its conception and implementation. The findings suggest there is disparity within and across the  European contexts in relation to GBL policy and understanding its capacity to support multilingual learners. A more coherent and consistent approach to GBL is required if its full potential is to be realised in multilingual mathematics classrooms.

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