Does Game-Based Learning Exist or is it Merely Game-Based Teaching?

With increased interest by academic institutions in game-based learning, and the introduction of cognitive training games into the classroom, the question should be asked what the students are learning through playing these games. Some suggest that an increase in cognitive skills such as working memory ability, significantly improves academic ability, and that cognitive skills are greatly improved by playing computer games. However, others state that games do not foster learning at all, cognitive skills nor knowledge acquisition, and it is purely the context in which they are used that stimulates any learning to take place. This paper discusses the question of whether the game playing increases player's cognitive skills or if people with high cognitive ability immerse themselves in the games environment. Findings from independent studies that relate cognitive abilities to playing computer games are detailed and the player's perception of learning from games is also noted. This paper suggests that the meta-game surrounding game play is paramount to learning and hence explores the value of collaborative role-play environments for Game-Based Teaching (GBT). The creation of role-play scenarios is discussed and a comparison of available e-learning platforms is provided.