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We feel that game-based learning (GBL) is a waste of time… if not properly understood. Even then, one could argue that "wasting time" is a vital part of learning and perhaps we need to stop insisting that every second counts.

Game-based learning vs. Gamification: Understanding the difference

Let’s begin by first addressing the term "game-based learning" and how it compares to its doppelgänger, gamification. Gamification is the application of game mechanics and dynamics to non-game contexts to solve problems, engage users and promote desired behaviours. For example, rewarding acheivements with points, awards or badges for achievement, levelling up, using avatars, quests and collaboration are all gamification features, which elevate games above the mundane activities of normal life.

The principles of gamification have been applied to the retail and services sectors for years: think of airlines' frequent flyers programs, pubs and bars running "happy hours" promotions, WeightWatchers' points-counting, Foursquare's badges for visiting new places. There are hundreds of examples of where game dynamics have been introduced into non-game contexts to influence behaviour and bring about a desired result.

Game-based learning in action: More than just play

Gamification does not refer to the straightforward use of games (whether digital or otherwise) as part of a teaching or learning interaction. A teacher using the board game Monopoly in the classroom to demonstrate the idea of rent is not gamifying the learning environment; they are involving learners in game-based learning. GBL refers to the use of games as tools: as devices for opening discussion, presenting concepts or promoting learner engagement within clearly defined learning objectives, in other words, learning through playing games. Gamification is the appropriation of those principles, mechanics and dynamics that make games work in order to promote engagement or engender a desired outcome.

Teachers have long introduced games into the learning environment – such as Kim’s Game, Pelmanism and Guess Who? – and the uptake of GBL with digital games is particularly well demonstrated by the work being done by GlassLab, the Institute of Play, and the growing popularity of the likes of Minecraft and SimCity in schools. In terms of our immediate ELT context, pretty much any video game can be repurposed for language learning, in the same way a text, song or website can be. Take, for example, the indie game Limbo by Playdead. Although there is no actual spoken language in the game, the platform puzzle format lends itself perfectly to practising language around predictions or conditionals ("If I pull that lever, the door will open"), recounting events ("I was chased by a giant spider!"), strategising and so on. In this post, we will be referring to existing digital games that have been appropriated into a learning context, as opposed to games that have been designed with a specific educational use in mind.

Sharma and Barrett’s definition of blended learning provides a useful context for approaching the use of digital games in such modalities, notably the combination of “a face-to-face classroom component with an appropriate use of technology”. We’re making no assumptions about whether the games are being accessed in the classroom, on mobile or online at home. The blend isn’t defined by where a learner is, but by how their use of technology supports and enhances their contact with the teacher.

The notion of appropriateness in Sharma and Barrett’s definition is critical as, in the case of a GBL project, it assumes a teacher has a familiarity with both the tech and content accessibility of a selected game. Acquiring that level of familiarity with a game requires a certain amount of time engaging with it to determine its fit for the needs of the learners, an activity which might easily be considered off task when compared to the other demands being made on an educator’s schedule.

How GBL fuels engagement and deeper learning

The benefits of GBL with digital games are potentially quite profound, however. First, studies indicate that playing video games in general can stimulate the generation of neurons and enhance connectivity between the regions of the brain responsible for memory formation, spatial orientation and strategic thinking. The right pairing of game and learning objectives could be argued to promote situated cognition, a theory that knowledge is constructed through – and inseparable from –  social interactions and the context in which they take place. A learner immersed in SimCity stands a much greater chance of understanding the principles of taxation and the provision of public services through playing the role of a mayor, for example, than a learner being walked through the annual budget. As Lim et al. state: “games are effective because learning takes place within a meaningful context where what must be learned is directly related to the environment in which learning and demonstration take place”.

Early-stage research on mirror neurons is adding a new aspect to the discussion around the immediacy of playing games. In short, mirror neurons suggest that when we observe someone performing an action, there is a brief moment in which our brain cells fire as if we are carrying out that action ourselves. The boundary between observer (player) and observed (in-game character) becomes blurred for a split second. A lot can happen in that split second.

In addition to the benefits of an immersive, neuron-stroking experience, games demonstrably promote learner engagement by introducing the F-bomb into the mix (fun). They also have the capacity to provide an unrivalled social experience, as in the case of MMORPGs (massively multiplayer online role-playing games). As an example, consider how a leading MMORPG game, World of Warcraft, is applied in learning environments.

Addressing concerns and embracing change

However, there are often deep-seated cultural aversions to the use of games in an educational context that GBL initiatives are required to overcome. Critics have said that digital games are anti-social, that they rot your attention span, that they are not legitimate, validated learning resources. Although there is not yet a body of research that can empirically confirm or debunk the effectiveness of games used for learning, surely watching a learner plan, execute and evaluate a project in Minecraft with classmates suggests that those objections are based on dated assumptions. The language learning space in particular is still very much attached to a coursebook paradigm that is predicated on levels and a clearly defined syllabus. Perhaps GBL is too much at odds with an established business model that is the bedrock of too many large education organisations.

So is GBL a waste of time? We’d argue that it is when its potential is not properly recognised and it is treated as light relief. Games are dynamic, engaging resources capable of delivering experiences and drawing connections that can really ignite a student’s learning experience. Furthermore, they bring a playful and unpredictable aspect to the learning process.

Every student deserves a chance to succeed. Neurodivergent students – those with ADHD, dyslexia, autism or other neurological differences – have special strengths and perspectives. But usual studying methods don’t always fit their needs. The good news is that with the right tools and strategies, neurodivergent learners can study better, feel less frustrated and reach their full potential.

Here are a few tips to help neurodivergent learns optimize study sessions:

What do we, as teachers, need to teach effectively in these times? Well, as a teacher – but also as an ESL learner – I’ve always believed that English is not something to be studied, it’s something to be lived: it's my mantra. 

Based on that idea, throughout my career, I’ve been seeking not only academic tools that support my teaching, but also resources that turn teaching into an experience, not just a class. That’s what I found when I first discovered the GSE, and what has drawn me so closely to Pearson – not just the textbooks, but the initiatives, research, projects, tools and more.

Adapting to technological change

Now, artificial intelligence was introduced into our lives not long ago, and it seems like it’s here to stay. Whether you’re a fan of it or not, we must accept that it’s part of our present – and our future. We need to learn how to use it wisely. Living the language means understanding that the world changes – and we must change with it. Technology is essential (and I love it), but there are things it simply cannot replace: creativity, communication and leadership. These are deeply human traits and, as teachers, we must not only teach them but also create environments where students connect with others and grow as people through language.

Then, both students and teachers will be able to use their language, collaborative, leadership and empathethic skills in English-speaking environments – and these skills are crucial for thriving in the fast-paced world of technological progress.

The power of soft skills and confidence

There’s one experience that changed my mindset years ago – and it’s directly connected to the title of this text. The moment my English fluency truly improved was the moment I began to believe in myself. It was when I projected the version of myself I wanted to become. It was when I realized I wanted to speak to the world, and my confidence extended far beyond the classroom.

Long story short, my perspective as a student shifted dramatically when I got my first job. That’s when I realized the value of understanding the world, being able to communicate effectively, and developing essential soft skills – skills I didn’t even realize I was learning at the time, but which have been crucial to my personal and professional growth. Today, I’m glad that education is starting to include these elements in the classroom.

Pearson’s support for educators and students

I’m excited about Pearson's latest research into GSE Soft Skills (report coming soon). The GSE provides a methodological framework and resources to enhance my teaching. It also offers answers to my long-standing questions, including tools to prepare my classes more effectively and support my colleagues in helping students master both language and professional skills.

We must prepare our students for life beyond the classroom. By offering clear goals, role models, opportunities to practice and consistent feedback, Pearson helps us spend less time planning and more time engaging with our learners.

The world is moving fast – and sometimes faster than we can keep up with. By integrating creativity, communication and leadership into our lessons, we give our students the skills that employers value most and that technology can’t replace. These are the same skills that, without a doubt, helped me reach my goals.

In my case, I didn’t learn these soft skills at a very young age – but the sooner our students do, the better. The earlier they connect with their purpose, the deeper the impact.

When I think about myself as a teacher, I always try to remember what it was like to be a student. These tools remind me of the things I learned in my younger years – and that I now want my students to experience too. Embracing these global changes and resources allows me to better reflect who I am – not only as a teacher, but as a person. 

As a proofreader and editor, I'm often asked to explain the rules of grammar. I answered three of the most common questions in the first post of this series, and now it's time to look at another frequent query: how to use apostrophes. Where do they go? When are they needed? And when should they be left out entirely?

Apostrophes might be small but they can cause big confusion because they are used both to indicate posession and to contract words. But the good news is that there are clear, simple patterns to follow, which we'll explore, along with exceptions to watch out for. Whether you’re writing a report or just a text message, these tips will help you use apostrophes correctly and confidently.

Startups are generally considered to be new, technology-focused companies that are less than five years old. For the most part, they aim to disrupt industry with innovations, grow in terms of users and revenues and provide value to customers and shareholders.

It may not appear that startups have much in common with English Language Teaching (ELT), but there is, in fact, plenty to learn from startups and the way they work.

By understanding how startups think and looking at their best attributes, we can bring more creativity to our classrooms. Not only can we find new ways for our students to learn, collaborate and grow together, but we can also help our students develop much-needed leadership and critical thinking skills.

What is startup thinking?

At its core, startup thinking is about problem-solving and growth. User-focused and data-driven, startup teams theorize, research, plan and test their products on new markets. Their strength is in their agility, being able to "pivot" quickly: change products, services and technology based on feedback from their customers.

They also operate on a number of key principles, all of which can be applied in the classroom:

1. Be entrepreneurial

Startups are entrepreneurial by definition. Their staff work in teams, but also have no problem going it alone, finding solutions and taking responsibility for new projects and initiatives. These are all excellent traits to encourage in the classroom as they will not only help your learners in an educational context, but in their professional lives too.

By learning to be accountable to themselves, measuring their own progress and seeing their achievements, autonomous learners develop self-confidence and progress faster as a result.

It’s therefore important to encourage students to take responsibility for their own learning. Rather than being solely reliant on their teacher, autonomous learners seek out ways to practice and improve their language skills in ways that appeal to them.

To do this, brainstorm strategies with your students to help them find ways to use English outside the classroom. They could, for example, keep a journal in English, watch English language films and take notes, read short stories or news articles, or even set their technology and social media language settings to English.

2. Collaborate and learn from each other

Startups have a common goal: to establish a business model and achieve a product-market fit. This goal focuses people’s attention and develops rapport among team members. As an additional benefit of working together, startuppers learn their own strengths and weaknesses and begin to collaborate with team members with complementary skills.

By learning about your students’ interests, objectives and needs, you can find inspiration to design relevant class projects. These give your students a common goal and the chance to collaborate effectively. What’s more, project work is rich in language learning opportunities and makes students accountable to one another. This in turn increases motivation and provides a genuine context for language learning.

3. Reward effort

Startups are not afraid to get things wrong. In fact, all entrepreneurs embrace mistakes, as they are part of coming to the right solution. As Thomas Edison once said "I have not failed 10,000 times – I’ve successfully found 10,000 ways that will not work."  Some startups go as far as to reward and celebrate failure – saying that it’s a sign that a person is trying to succeed.

Encourage students to see mistakes as learning opportunities. Creating a safe space in the classroom where everyone is treated with respect and mistakes are viewed as natural learning experiences. This will help your students learn the language at their own pace, without fear of ridicule.

4. Foster a growth mindset

Startups are famous for focusing on growth and believing in improving their products. They see both negative and positive feedback as opportunities to grow. By always seeking to optimize their products and services, they improve the user experience and earn loyalty.

Similarly, it’s key to foster a growth mindset in your learners.  A growth mindset perceives intelligence and ability as attributes to be developed, whereas a fixed mindset sees intelligence and ability as innate and unchanging.

Students with a growth mindset will therefore believe they can improve, be more motivated and see more progress as a result.

5. Mentor and support

Startup founders mentor and support their team members when they face challenges, when they need to grow and when they are not reaching their potential. This increases the value of the workforce and enables them to be more productive.

Teachers are often already naturals at this. We know how important it is to offer support to our students, especially when they are feeling frustrated or disappointed with their progress. With our encouragement and support, our students can achieve things they never thought possible. So perhaps, in this final point, startup leaders could learn a thing or two from us.

The Global Scale of English (GSE) Partner School program by Pearson stands as a beacon of innovation and excellence. This initiative is not just about enhancing English language ability: it's about transforming the educational journey for both teachers and students. Today, we celebrate the success stories of two institutions: Batari School and Maitreyawira School, both of which have embraced the GSE Partner School program with inspiring results.

We love sharing stories of English learners and educators whose lives have been positively transformed by the language. One such inspiring story comes from Rodrigo Tadeu in São Paulo, Brazil. Discover why he holds a special appreciation for mastering English.

Motivations for learning English?

Rodrigo grew up speaking Portuguese in South America. As a child, he never thought about learning another language. However, when he became an adult and began aspiring to a career, he realized that expanding his language abilities would help him achieve these dreams.

"I worked as an accountant for an American company," he said. "So, to communicate and achieve professional success, I had to learn English!"

Rodrigo has changed jobs since then. And even though he’s no longer required to speak English with his new company, he still feels a responsibility to himself to continue his education.

The road to English fluency

There are many tools that you can use to improve your English language skills, and Rodrigo used several – some he’s still using to this day. First, he started learning English formally by taking classes in high school. However, his shy disposition made it difficult for him to practice because he was afraid of failing in front of others. At the time, he didn't have career goals motivating him to learn the language either.

Later, however, our adventurous accountant decided to learn English in earnest, so he traveled to Canada to study and become a confident speaker. When he returned to Brazil, he kept studying and continues to do so. Reading books and articles, listening to podcasts and copying other English speakers have also helped develop his conversational skills. Among his favorite podcasts are "English as a Second Language" and "Freakonomics".

English learning is not without challenges

Rodrigo noted that he struggles with pronunciation most. “The way English speakers say words is very different than the way you would say something in Portuguese.”

He thinks the issue is the same for Spanish speakers as well. "In Portuguese or Spanish, if you know the words, you can basically speak exactly what you read. In English, it's totally different. You cannot speak the words that you are reading. So you have to know about this!"

This might be the most challenging part of learning the language for Rodrigo, but he assured us that he’s not giving up.

English for enjoyment

Rodrigo may have initially studied English as a way to progress his career, but the language quickly became something he enjoyed. And instead of being content with the skill that he has now, Rodrigo dreams of continuing his English-speaking education so he can travel and further enjoy his life.

"These days, English has become fun!" he said. "Now it's better to watch movies and TV in English."

He also mentioned that he eventually would like to visit Europe. But when asked about his dream destination, Rodrigo said that: “I’d like to move back to Canada, maybe live in Vancouver for a year or two!”

Advice for English language learners

After working hard for years to learn English, Rodrigo now offers advice to fellow Brazilians (and others) who wish to speak another language:

"You have to be confident, and don’t give up. You have to keep your dreams. It's difficult to ... speak one language that's not your mother language ... If you can imagine, you can achieve, and you can do. So 'don't give up' is the perfect phrase."

Educators need to meet the needs of all students, including those who are neurodivergent. Neurodivergence refers to variations in the human brain and cognition, including dyslexia, ADHD, and autism. Among these, dyslexia is one of the most common learning differences, affecting how individuals process written and spoken language. Although each student’s needs are unique, there are several practical, research-backed strategies educators can employ to support and empower these learners. 

Let’s look at some tips for teachers, which cover everything from font choice and classroom environment to presentation of information and assessment design. Although these are designed to support neurodivergent students, they will in fact help foster a more inclusive, accessible, and positive learning experience for all learners.

What do we mean by future skills? 

The skills students will need in their future studies and careers are dramatically different from those required previously. Times are changing rapidly and educational institutions and teachers have a critical role to play in developing those skills in our young learners so that they are able to fulfill their potential and have bright futures ahead of them. 

These skills are referred to as future skills. There is no common consensus on how to define these skills but, broadly speaking, they can be grouped into four categories: 

1. Ways of thinking

Skills in this category include critical thinking, creativity, innovation, problem solving, metacognition and learning skills.

2. Ways of working

Here, we’re talking about the skills of communication and collaboration.

3. Tools for working

Information literacy is an important 21st-century skill, as well as ICT literacy and citizenship, both global and local. 

4. Life skills

The final category covers life and career skills, and is all about personal and social responsibility. 

One way you can encourage young learners to build these skills is through STEAM subjects (that’s science, technology, engineering, arts and math), which will equip them with functional skills such as organizing, planning, cognitive flexibility and self-regulation. 

The four Cs 

The four Cs refer to four important skills for young learners to master: communication, collaboration, critical thinking and creativity. These are essential, not just in an educational context, but in everyday life. 

Falling into the first two categories of future skills (ways of thinking and ways of working), these can help children build confidence and self-esteem. They also encourage healthy emotional development.  

So let’s take a closer look at the theory behind them.

1. Communication

We usually think of communication as speaking and listening, but it’s actually much broader than that. Communication encapsulates telling stories, reading, sharing ideas and experiences, body language, facial expression, eye contact and tone. Children learn to decipher the world around them by learning and practicing these skills.

Strong communication skills, developed early, are directly related to their literacy success. These skills allow children to articulate their thoughts and ideas effectively, and listen to decode meaning. Students then begin to use communication for a range of purposes, and communicate effectively in diverse environments. Furthermore, developing strong patterns of verbal and non-verbal communication also fosters self-esteem and social skills. 

2. Collaboration

Collaboration is how young children begin to build friendships with others. At first, young children will watch what others do and say, before moving on to playing together. As they get older, they become aware of other children’s feelings and ideas. Friendships become motivating and they learn how to make compromises and respect each other’s perspectives and skills. 

Collaboration is enhanced through group work and project-based activities, sharing time with peers. Children thrive when they feel valued by the people around them, not just adults but their peers too.