Using Electronic Gaming to Support Problem-Based Learning

Problem-based learning (PBL) is a constructivist-learning model of instruction, whereby the teacher acts as a facilitator to students engaged in self-directed learning based on a specific problem (Curtis, 2002; Savery & Duffy, 2001). First developed in the early 1970s, PBL was used almost exclusively in medical education (Savery & Duffy, 2001), as it results in the development of problem-solving skills (Fardanesh, 2006). PBL is meant to engage the learner in behavior that is expected within a field of study through cognitive stimulus, which is often an authentic problem (Savery & Duffy). Because the problem is authentic, learning is also authentic (Murphy, 2003). Authentic learning does not necessarily require that the learner be immersed in an actual problem. Rather, as Karagiorgi and Symeou (2005) found, the simulation of real-life situations allows for knowledge-implementation in genuine ways. Annetta, Cook and Shultz (2007) argued that the power of video games (electronic games) can be harnessed and used as PBL scenarios, as there are natural ties existing between video game creation and PBL. Walker and Shelto