Emerging practice with games-based learning - Teaching with Technologies: The Essential Guide - page 62

problem solve in order to move onto the next level of challenge in the game. Most
significantly, because players are not informed of the rules in advance, but rather
learn through playing, this develops deductive reasoning skills.
Douch et al. (2010) argue that complex games require the synthesizing of infor-
mation from a variety of sources (even beyond the game) and the creation of tac-
tics and/or strategies to overcome obstacles. Games that simulate real-life scenarios
involve a broad range of cognitive skills, from organizational competences and deci-
sion-making to strategic thinking. It is the design of games that contains effective
learning strategies, as players naturally engage in learning when discovering how to
play them. Players are not told in advance how to progress in the game, but rather
learn through unearthing possibilities about how to proceed. Consequently, players
also learn 'not only about the direct consequences of their actions, but also about
second order consequences' (Douch et al. 2010: 19).
In addition to developing deductive reasoning, Johnson et al. (2011) argue that
MMOs, immersive environments (in 2 and 3-D graphics) engender 'conceptual blend-
ing', which is required in navigating the real world and virtual spaces simultaneously
in game play. Additionally, they also argue that players gain an understanding of 'pro-
cedural logic' or meta-level analytical awareness of game design, which is useful in
'helping students garner a deeper understanding of systems' (Douch et al. 2010: 21).
With respect to cognitive development, games require making mental maps
and games that simulate real-life contexts, can develop career-specific skills (Douch
et al. 2010). For example, flight simulators require the user to develop 'visual selective
attention', to focus on the most important aspect of the situation, while filtering out
the rest, and can support learning of specialized cognitive competences, such as aero-
nautical navigation ( Flight Simulator X , Microsoft).
Overall, cognitive benefits include aiding the development of motor skills, hand-
eye coordination, recognition of strategies and patterns, problem-solving, concentra-
tion, capacity to think in three dimensions and decision-making (Struppert 2010:
365). In addition, games can enhance knowledge of specific content: for example,
facilitating a deeper understanding of history, health, environmental issues, urban
planning, literacy and numeracy (Douch et al. 2010; Johnson et al. 2011; Struppert
2010).
Affective benefits of gaming
Further to this analysis that has identified impact on cognitive development, the
benefits of gaming can be understood at more sophisticated psychological and social
levels. With reference to Gardner's (1983) multiple intelligences, both intrapersonal
and interpersonal competences can be enhanced through gaming. Consequently, the
psychological (more holistic) benefits of gaming can be analysed in terms of the cog-
nitive, affective and behavioural domains.
In addition to cognitive development, games also contain an affective element
(Ghergulescu and Muntean 2010; Struppert 2010). Arguably it is the ability of games
to engage a learner's emotions that explains the high levels of concentration and
motivation also required for learning. There are many advantages in engaging the