Defining effectiveness of digital game-based learning: a socio-cognitive approach

The present study aims at defining effectiveness of digital game-based learning (DGBL) in the context of social cognitive theory. More specifically, a user requirements analysis was conducted gauging for anticipated or desired outcomes of DGBL, serving as a benchmark against which to judge effectiveness. Three stakeholder groups were considered: the operational working area (game designers and DGBL researchers), containing business (potential adopters) and wider environment (governmental level). Accordingly, three focus groups were organized (one for each stakeholder group). Our results showed that seven elements of DGBL can be identified: attaining of learning goals (i. e., as defined by the game designer or the client who ordered the game), time management (i.e., saving time for teaching certain content in comparison to other methods), transfer of learning (i.e., application of learned content to real world situations), game experience (i.e., playing the game should be an enjoyable experience), motivation towards the learning content (i. e., increased interest in the subject), motivation towards the instructional tool (i.e., whether or not the learners are motivated to learn the content through the game) and cost effectiveness (i.e., cost of implementing a DGBL intervention with respect to the number of learners that can be reached). The level of importance that is attributed to each of these elements is dependent of the context in which the game is implemented. For instance, cost-effectiveness is found more important in a corporate context than in a school context. In conclusion, this study has shown that effectiveness of DGBL is a multidimensional construct, where not only improved knowledge, skills, attitude or behavior is considered as a decisive factor in the implementation of DGBL. The elements of DGBL effectiveness brought forward by this study can thus guide game designers in the development of DGBL, providing them with stakeholders' requirements about outcomes of effective DGBL. Moreover, these elements can guide researchers conducting DGBL effectiveness studies in their study design, touching upon these outcomes considered relevant for stakeholders which should be considered as factors to assess