FocusConsiderations and possibilities associated with using video games in formal learning settings
Principal MetaphorsFor the most part, proponents of Games and Learning are not explicit about the theories of learning that orient their research or advice. However, themes and usages are usually strongly aligned with Non-Trivial Constructivisms:
- Knowledge is … sum of already-established construals/constructions
- Knowing is … personal sense derived from individual experience
- Learner is … a meaning-maker (individual)
- Learning is … construing or construction
- Teaching is … supporting sense-making
SynopsisGames and Learning encompasses research into the use of video games in learning environments. Subtopics include creation of social and cultural worlds, communities of game play, and use of game-generated data. Currently the most prominent themes revolve around design principles to support student engagement, Meaningful Learning, learner self-concept, Self-Efficacy, integrative thinking, brain development, productive use of failure, social interaction, and collaborative knowledge production. (Compare Game-Based Learning, Constructionist Gaming, and Gamification.)
CommentaryOne of the great advantages of using video games is that the technology can be used to provide detailed, real-time information on student activity – engagement, extent of practice, patterns of errors, and so on. The extent and precision of those data, in turn, make it easy to demonstrate the utility and power of Games and Learning. At the same time, shortcomings can be highlighted, and those include possible negative impacts on live social engagement and still-limited evidence to link game-play to achievement and understanding.
Authors and/or Prominent InfluencesJames Paul Gee
Status as a Theory of LearningGames and Learning is not a theory of learning.
Status as a Theory of TeachingFor the most part, Games and Learning is focused on matters associated with influencing learning – that is, teaching.
Status as a Scientific TheoryBecause the discourse around Games and Learning is not centrally attentive to or explicit about the complex dynamics of learning, it does not meet all our criteria to be classified as scientific. The domain does, however, have a substantial and growing evidence base.
Please cite this article as:
Davis, B., & Francis, K. (2020). “Games and Learning” in Discourses on Learning in Education. https://learningdiscourses.com.
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