Impeding Phenomena Emerging from Students' Constructivist Online Game-Based Learning Process: Implications for the Importance of Teacher Facilitation

Virtual Interactive Student-Oriented Learning Environment (VISOLE) is a pedagogical approach to integrating constructivist online game-based learning (COGBLe) into formal teaching in school education. This paper reports a qualitative case study on the implementation of VISOLE (in secondary Geography education) in which we probed into the impeding phenomena emerging from the course of students’ learning. Four students—a nongamer student, a gamer student, an examination-oriented student, and an angry student were the focal units of analysis. Apart from identifying three impeding phenomena—impromptu gaming, arbitrary gaming, and halt gaming, we observed how the teacher tried to mitigate these phenomena during the implementation process. Besides providing the field with a new understanding of harnessing online gaming in teaching and learning from the student perspective, the study revealed the importance of teacher facilitation in COGBLe.