Game-based reflective learning: a modular experience for teachers and students

Video games may represent an experience mediated by digital environments in
which an immersive learning happens. Game-based learning (GBL) entails a high
degree of metacognitive skills: learning is deeper when gamers are prompted to
explain their thoughts and actions, to reflect on learning and on their self-regulation.
To foster the metacognitive nature of GBL a modular reflective design framework
(MO.RE.GBL) is proposed, focusing the phased construction of the learning
process, the role of teachers and students’ autonomy and self-regulation, through a
reflective approach. The framework can be used by teachers to design GBL
activities or with their students to focus the learning process. Students may use it to
self-regulate and personalize their GBL experience through the selection of their
sequence of activities.