Games and Learning




Considerations and possibilities associated with using video games in formal learning settings

Principal Metaphors

For 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




Games 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 LearningConstructionist Gaming, and Gamification.) Some of the more prominent categories and discourses associated with Games and Learning include:
  • Educational Games – a broad category that, in principle, includes all games with educational value – but that, in practice, is applied most often to games designed to support learning of specific disciplinary knowledge
  • Reacting Games (Mark Carnes, 1990s) – role-play games that are set in the past, revolving around important historical texts, and based on reading writing, and speaking
  • Games for Change (G4C) – both a category and a movement, focused on the development and use of digital games for social change
  • Serious Games (Applied Games) – digital games with a primary purpose of study, experimentation, or simulation – typically aimed at combining educational impact with fun and competition


One 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 Influences

James Paul Gee

Status as a Theory of Learning

Games and Learning is not a theory of learning.

Status as a Theory of Teaching

For the most part, Games and Learning is focused on matters associated with influencing learning – that is, teaching.

Status as a Scientific Theory

Because 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.


  • Educational Games
  • Games for Change
  • Reacting Games
  • Serious Games (Applied Games)

Map Location

Please cite this article as:
Davis, B., & Francis, K. (2020). “Games and Learning” in Discourses on Learning in Education.

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