Learning Games or Learning Stimulating Games: An Indirect Approach to Learning Stimulating Effects from Off-the-Shelf Games
2013 (English)In: International Journal of Digital Information and Wireless Communications, ISSN 2225-685X, Vol. 3, no 3, 85-95 p.Article in journal (Refereed) Published
Playing games to support learning is a classic concept that is seeing a revival today in the widespread use of computer games. Inserting educational content into various types of computer games is a strong trend that some researchers have described as a mad rush. The aim of this article is to discuss possible learning stimulating effects of commercial off-the-shelf (COTS) games in a long-term perspective. We argue that COTS game players’ attitudes towards learning may change in a positive direction even in cases where direct learning outcomes are not aimed for. This may be the case when in-game skills are described in terms of real life skills commonly associated with higher education. When a high enough skill level is achieved, then and only then is the player rewarded with pleasant in-game experiences. The causality of the perceived experience is ideally that with high enough skills, positive stimulation follows. The contribution of the gaming lies not in the short-term learning outcome, but rather in the long-term effects it may have on future educational choices. Even if such a game do not fulfil the criteria for learning games it may still be seen as a learning stimulating game.
Place, publisher, year, edition, pages
2013. Vol. 3, no 3, 85-95 p.
Learning stimulation, Computer games, Commercial off-the shelf games, Learning stimulating games, Games and learning
Research subject Computer and Systems Sciences
IdentifiersURN: urn:nbn:se:su:diva-95613OAI: oai:DiVA.org:su-95613DiVA: diva2:660921