From games to inclusion, researchers explore what really helps learners learn

By Elias Hakizimana.

A student can complete a university course and still question whether they are ready to use what they have learned in the real world. A young child can sit through a lesson without fully engaging. And a learner with a disability can be physically present in a classroom without receiving the support needed to learn.

These challenges came into focus at the 5th Annual International TELLS Conference in Kigali, where researchers presented studies examining what makes learning practical, engaging and inclusive.

For Hugo Vettore, a student researcher studying Games User Research, the question was what actually helps students learn when they are given the opportunity to conduct research themselves.

His study involved 18 students and found that hands-on activities, including developing play-testing plans and observing participants, were among the experiences students valued most.

“Having that hands-on approach was very important to learning,” Vettore told the conference.

But practical experience alone did not guarantee confidence. Students appreciated the freedom to choose their projects, yet some were uncertain about whether they were doing the research correctly. They called for more guidance, structure and feedback, particularly when analysing data.

“They just wanted a bit more support from the teacher,” Vettore said. “The goal should be to provide support, not remove complexity.”

He suggested that stronger links between universities and industry could give students opportunities to apply their skills in professional settings.

For young children, another researcher argued that learning can begin with something as simple as a game.

NYURUMUTIYA Judith, Dean of Studies from Zimbabwe, presented research on game-based learning in early childhood education. Her findings showed that games could improve conceptual understanding, motivation, participation and inclusion.

“Let it be your introduction. Let it be your development of the lesson, and the lesson will go easy,” she said, arguing that games can be integrated into different stages of teaching rather than treated as a distraction.

Her research also found that games could encourage quieter or less active learners to participate and connect classroom activities with children’s cultural experiences.

But meaningful learning also depends on whether every learner can participate.

Jean Bosco Nshimiyimana, a lecturer at the University of Rwanda’s College of Education, examined teachers’ competencies in supporting learners with disabilities. His findings highlighted gaps in communication, support planning, collaboration and the use of assistive technology.

Although schools may have assistive technologies, teachers are not always trained to use them. In four classroom observations, Nshimiyimana said he did not see teachers using assistive technology to support learners with disabilities.

 

The findings point to a broader lesson: physical inclusion does not necessarily mean academic inclusion.

Across the three studies, researchers highlighted different ways of making learning more meaningful. Students need opportunities to practise what they learn, young children need engaging experiences, and learners with disabilities need teachers equipped to respond to their individual needs.

Together, the research suggests that educational transformation is not simply about introducing new tools or methods. It is about creating learning environments where students can participate, practise, understand and confidently apply knowledge beyond the classroom.

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