How Video Games Can Facilitate Learning

In education, there is much discussion about environments for learning and how a positive learning environment will foster life-long learners. From this view, digital games, as a scene based medium, in contrast to page and time based mediums, can be perceived as a learning environment. There are several theoretical concepts to support this view.

 

Firstly, game systems actively promote areas relevant to Self Determination Theory (SDT). SDT is important when considering Digital Game Based Learning (DGBL) as it theorized the cognitive needs that must be met in order for an individual to be motivated to undertake or complete a task. In education, this kind of intrinsic motivation is necessary for academic achievement. SDT considers three factors in motivation: competence, autonomy, and social (Ryan, 2006). Games provide opportunities for players to experience autonomy and competence,through techniques such as intuitive controls(Ryan, 2006). I would also argue that many games also employ logical consequences, and though I could use more research on this subject, logical consequences are far more effective at maintaining competence than punishment. For example, if you do not complete a puzzle in time, then the puzzle rests and you must try again. More social games, such as Massively Multiplayer Role Playing Games (MMORPGS), also provide a relevant social component, and another motivation factor (Ryan, 2006). When discussing DGBL, Prensky aligns to this theory as well, stating “people who play at work seek competence, stimulation, challenge, or reinforcement” as well as other motivational factors. This type of behavior begins in childhood, the time of formative education, and transfers to digital games (Prensky, 2001).

Secondly, games inherently scaffold mechanics within the gameplay. Scaffolding is appropriately breaking down learning objectives so that the learner can achieve their goals without frustration. This is related to several concepts touched on in reading. Two concepts are discussed by Gee. One of these is the idea of “well-ordered problems”. In other words, the learner is taught to hypothesize about something simple, in entertainment games this is usually a puzzle or mechanic, and more difficult problems are built on top of those initial ideas, so that the player can successfully complete the game (Gee, 2007). The second idea he presents is “cycles of expertise.” In this, the learner cycles between novice and expert, practicing skills until they are “automatic” then being challenged to use those skills in different ways than practiced (Gee, 2007). Ultimately, what this means is that games are winnable and the objectives achievable, which relates back to the previously mentioned SDT. Again, there is this idea of a stacking of “objectives”, related to the much cited concept of flow. Were educational objectives built into the game with this same scaffolding good games could be excellent learning tools.

Finally, games provide opportunities for situated learning experiences. In this method of instruction, the space in which students learn should be nearly identical to the space where students will apply these skills (Prensky, 2001). This method is particularly useful in skills based instruction, such as a foreign language class or a driver's education course. The environment is a large part of the instructional toolset in situated learning. Prensky states that “creating highly realistic and immersive environments is something that games do particularly well” (2001). An example of this would be Barab et al's work on Quest Atlantis, the MUVE designed to teach socio-scientific inquiry. The scientific tasks are embedded in the virtual environment of the narrative creating a context that should help the students generalize their skills to the “real world” (Barab et al, 2007).

These three theoretical concepts demonstrate why well designed digital games can facilitate learning. With careful design, there is a great opportunity to provide and innovative and engaging environment to learn and apply knowledge and skills.

References

Barab, S., Dodge, T., Tuzun, H., Job-Sluder, K., Jackson, C., Arici, A., Job-Sluder, L., Carteaux, R.,    Jr., Gilbertson, J., & Heiselt, C. (2007). The Quest Atlantis Project: A socially-responsive play space for learning. In B. E. Shelton & D. Wiley (Eds.), The Educational Design and Use of Simulation Computer Games (pp 159-186). Rotterdam, The Netherlands: Sense Publishers.

Gee, J. (2007). Good videogames + good learning, 22-68. New York: Peter Lang.

Prensky, M. (2001). Digital game-based learning. New York:McGraw-Hill.

 
Ryan, R., Rigby, C., & Przybylski, A. (2006) The Motivational Pull of Video Games: A Self-Determination Theory Approach. Motivation and Emotion, 30(4). 344- 360.