The design of game-based learning and learning analytics

Abstract

Game-based learning has received increasing attention in recent years as it could help improve pupils’ motivation, self-efficacy, and achievement. Technological innovations like learning analytics (LA) and GBL offer pedagogical support for teachers. GBL could significantly support pupils’ learning as a learning approach compared to conventional approaches. Therefore, there is a need to elevate “teachers’ level of knowledge on the impact of GBL. In the meantime, LA could be used to collect, analyze, and report data on the impact of GBL on pupils’ learning performance. In this light, GBL applications have been developed to facilitate the use of LA for teaching and learning. This paper describes the design of GBL with LA integration for teaching mathematics in primary schools. It documents the construction of the GBL and AL app, which is grounded on the Dick, Carey, and Carey Model and the theory of constructivism. In addition, the cognitive load theory was applied to ensure that the application accommodates pupils’ cognitive load. This study also validated the design of the GBL, and it was found to be relevant and engaging.