The games we play

What is it about games that make them so popular, and such a powerful learning method? For a start, there are an impressive array of transferrable skills to be acquired, especially if the games played are designed effectively. Secondly, most people now have the capability to play games on the move, using smart phones, touch screen tablets and handheld consoles. Thirdly, many online games have very rich social dimensions, which lead gamers to extend their learning further through discussion, collaboration and competition. Many scholars have researched the effects of games on learning, but perhaps one of the most prolific and profound games theorists is James Paul Gee. Gee provides several principles that together constitute a games based learning theory. The first is the psychological moratorium principle, which could also be referred to a 'suspension of reality'. Gamers are free to take risks in spaces where 'real world' consequences are negated. In a first person shooter game for example, you can kill as many enemies as you wish, and you won't be prosecuted for murder. You can fall from the top of a building or endure a high speed car crash, but you won't suffer a scratch or a bruise.

There is also the committed learning principle, which describes how gamers have sustained engagement as extensions of their real world identities in relation to their virtual identity (or avatar). This often enables gamers to develop an emotional attachment for which they feel some sense of commitment, and this also makes the virtual world they inhabit more compelling. Lots of effort and practice invested in World of Warcraft or the Sims results from the gamer being committed (some might even say 'hooked') to the game.

Another principle is the identity principle, which relates closely to the committed learning principle above. Learning through games often involves manipulation of identity in such a way that the gamer has real choice over how they wish to represent themselves, particularly in social games. This can result in forms of role playing where the gamer can choose to be a hero, a villain, or something entirely different.

The self knowledge principle relates to virtual worlds (or games terrains) being constructed in such a way that gamers learn not only about that environment, but also about themselves and their current skills, knowledge and capabilities. Gamers can make mistakes and learn from them. Next time, they improve their performance and avoid the same errors. As Graham Brown-Martin remarked, gaming is powerful because there is constant assessment of performance (usually self assessment, but also from the community who are playing the game if it is a social game).

Perhaps one of the most powerful principles is the achievement principle, which is instrumental in bringing many gamers back time and time again to improve their scores, hone their skills and relive previous experiences within the game. There are intrinsic rewards within most games, which if designed cleverly, will provide a gradient of difficulty (levels and goals) including problems to solve and knowledge to gather, which gamers can achieve with incremental effort and commitment. It is clear that problem solving and critical thinking skills are essential skills for successful learning and working.

There are several other principles identified by Gee, but I believe the ones listed above provide a reasonably clear model that explains why games are so powerful, and why they should be considered as tools to support learning for the 21st Century. More on Gee's learning principles can be found at this website.

Photo by Steve Wheeler


The games we play by Steve Wheeler is licensed under a Creative Commons Attribution 3.0 Unported License. Based on a work at steve-wheeler.blogspot.com.