Guide for Teacher-less GBL practices

I am developing a guide for student-centred game-based learning (GBL) practice. 

	Teacher-less explicit learning	Teacher-less implicit learning
Pre-game playing (off-game)	A meta-game or a paratext is needed to substitute the role of human teacher, either through a non-player character (NPC) like Professor Owl, or an omniscient / omnipotent invisible mentor.  The NPC and mentor should inform players the intended learning outcomes (LOs) and the targeted badges in an upcoming game playing session. Players are aware of the LOs but do not know what, when, where and how the content or features link to a particu­lar LO presented to or encountered by them.	Players are aware that they are going to play a game but they do not know whether the game is related to their formal learning or not.
During game playing (in-game and off-game)	Players are aware that they are both players and learners in the game playing session. The NPC could be an in-game or off-game facilitator or coach who supports learners’ in-game performance. Players would realize their attainment of LOs through instant in-game feedback.	Players are not aware that they ought to be learners in the game playing session. No presence of teachers, nei­ther in-game or off-game. Players would not regard in-game achievement and feedback given as attain­ment of any form of formal learning.
Post-game playing (off-game)	The NPC holds a debriefing discussion for players to review their play­ing and learning experience. The debrief­ing session should guide players in analyzing and interpreting their in-game performance. Players should be able to re­late specific content or feature of the game to particular LO after the debriefing. The NPC provides guidance for enhancement and remedial measures of learning.	Players are guided by the in-game debriefing session to analyze and interpret their in-game performance. The debriefing mechanism provides guidance for enhancement and remedial measures of playing. The debriefing mechanism informs players how specific achievement in game playing can be transferred to formal learning or other games.

I received requests for advice and consultation on GBL matters from time to time. Thus I think it might be sensible to provide some info about this here. If you are interested to know more about how GBL could be practiced in your institution, you may get in touch with me in person at whtan@fskik.upsi.edu.my. For non-profit organisations, I may offer pro-bono consultation service (as a form of community service as a Malaysian civil servant); whereas other entities may approach my employer, Sultan Idris Education University (UPSI) for the rate of consultation fee. Proposal for collaboration (in a group) or cooperation (in a team) from both academic researchers and commercial researchers are welcome, but subject to the approval of UPSI.

My aim is simple: I wish all teachers can teach happily and all learners can learn happily--and game-based learning is the way to be!