Emerging practice with games-based learning - Teaching with Technologies: The Essential Guide - page 57

4 Emerging practice with
games-based learning
Overview
This chapter critically assesses the research on digital games and the extent to
which there is evidence that this technology can enhance learning. The chap-
ter examines theories that help us understand the appeal of gaming, and draws
on psychological theories of play, alongside motivational and arousal theories to
explain how gaming activities sustain interest for long periods of time. This is set
within the context of the research on gaming and current evidence base about
games-based learning. The chapter considers applications to practice and barriers
to more widespread implementation.
Introduction and context
Digital games-based learning has gained considerable interest since the early 2000s
when high-profile proponents (Prensky 2001; Gee 2003) proposed that gaming has
an impact on cognitive development. This theory has gained traction in terms of
research and interest in the potential effect of games on learning, which has occurred
alongside an expansion in the variety of games and gaming platforms.
Computer games are popular with players of all ages and both genders (Johnson
et al. 2011). Why is it that games enable players to maintain concentration for such
long periods? The principles underpinning the design of successful games are sim-
ilar to the principles supporting effective learning (De Freitas and Jameson 2006;
Douch et al. 2010). In marrying gaming strategies to educational aims and content in
order to promote a holistic approach to learning it is possible to get the most out of
both gaming and learning together. Working towards a goal, using problem-solving
processes and experiencing success are gaming strategies that are replicable and can
transfer to games with an educational content.
Educational gaming enthusiasts cite how multiple aspects of interactivity, crea-
tivity and problem-solving have the potential to enhance learning; as players are
given power and control over the flow of events and learning content, learners'
engagement and ownership promotes an enhanced learning experience.