Emerging practice with games-based learning - Teaching with Technologies: The Essential Guide - page 61

Internet access, even global positioning (GPS), which provide teachers with an addi-
tional tool box of technology options.
However, when it comes to the history of computer games in education, the
earliest types were more basic 'drill and skill' types (Kirriemuir and McFarlane 2004).
History of computer games in education: early uses for learning
When it comes to specific education games, Johnson et al. (2011) argue these can be
categorized into three groups:
· games that are not digital
· digital games that are not collaborative
· collaborative digital games.
Historically in schools, the early use of computer games was from the second cat-
egory. Beginning in the 1980s, the emergent use of games was predominantly with
young children to improve literacy or numeracy skills. However, these were simple
'drill and practice' activities (Struppert 2010), which didn't necessarily engage the
affective or emotional domain of learners. The problem with educational games
has been the lack of 'integrating learner affectiveness' (Ghergulescu and Muntean
2010: 72).
Since 2000, Struppert (2010) argues, game designers, researchers and educators
have wanted better integration of educational learning and entertaining game-play,
which has led to the emergence of 'serious games'. Simulations such as Civilization
III , SimCity and The Sims , have been used to teach History, Social Studies, Urban Plan-
ning and English (Struppert 2010). Further to this, there are more recent examples of
augmented reality games (ARGs) to teach international diplomacy, language learning
and environmental management (Johnson et al. 2011).
Why games? - purported benefits
While the reported benefits pertain to the development of a variety of skills and spe-
cific content knowledge, arguably, gaming should be understood more holistically
when it comes to psychological and socio-emotional development. However, before
outlining the benefits of gaming on the affective domain, it is important to outline
the cognitive benefits, which key writers have espoused and made popular (Gee 2003;
Prensky 2006).
Cognitive benefits of gaming
In 2003 Gee outlined the impact of gaming on cognitive development, which has
been supported by subsequent research (Douch et al. 2010; Miller and Robertson
2010). For example, in 2006 Prensky argued that complex digital games engen-
der a number of cognitive skills, notably through exploration and discovery: players
learn to manipulate and manage complex environments, which require strategies to