• Joachim Svendsen
Speciale, Kandidatuddannelsen
This thesis deals with the possibilities and effectiveness of gamebased-learning, generally and it's use and perception in the Danish public schools. The thesis asks if it is possibly to impart formal learning through either free play and/or gaming. Furthermore it seeks to ascertain the outcome of current studies of gamebased-learning and its effects, and how the motivational factor plays in here. It finds that play, being a free and unforced form of activity, does not lend itself well to a formal form of learning in a structured setting. Games however can be used effectively, due to the more systemic and non-subjective nature of what makes a game a game, coupled with the possibility of a precise feedback system. It finds that this is reflected in studies that indicate increased self-efficacy, better retention and overall learning, the motivational factor however is missing and does not affect learning outcome.
Through a survey study this paper finds that the use of games in the Danish public school is widespread with 92,53% of the 415 public school teacher respondents, having used some form of game in their class. With levels from 20 to 40% of respondents using games either weekly or monthly, dependant on the game form. It can be seen that the continued use of gamebased-learning in the public schools is a reality for a sizeable portion of Danish teachers. The survey study also found that the teachers were positively inclined towards games and other interactive media use, and it's role in education in the future, with pure entertainment games scoring somewhat lower. Although offset by a general dissatisfaction with the current crop of learning games on the market today.
Antal sider118
Udgivende institutionIVA, Aalborg


  • Spilbaseret læring, Serious Games, Edutainment spil, Simulationsspil, Simulationer, Læring