Video Games and Learning

doi:10.1017/9781108888295.018

14 - Video Games and Learning

from Part III - Grounding Technology in the Learning Sciences

Published online by Cambridge University Press: 14 March 2022

Constance Steinkuehler and

Kurt Squire

Edited by

R. Keith Sawyer

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R. Keith Sawyer: Affiliation:
University of North Carolina, Chapel Hill

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Summary

This chapter reviews research on how video games have been used in schools and other learning environments and how they impact learning outcomes. This chapter reviews four functions of video games in learning. Games as content teach specific disciplinary knowledge, for example in history, math, second language learning, physics, and medicine. Games as bait leverage the engaging aspects of video games to attract students to the game even when it is not obviously about learning. Games as assessment use the “leveling up” feature of games, where players advance to the next level as their skills increase, as a way to assess the player’s developing knowledge. Games as architectures for engagement are studied by examining how and why people play games and how they can be designed to best foster learning by fostering involvement, immersion, and investment – often using narrative structures. There is evidence that when games are designed on learning sciences principles, they contribute to deeper learning.

Keywords

simulation gamification engagement learning trajectories formative assessment interactive

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Type: Chapter
Information: The Cambridge Handbook of the Learning Sciences , pp. 281 - 300

DOI: https://doi.org/10.1017/9781108888295.018 [Opens in a new window]

Publisher: Cambridge University Press

Print publication year: 2022

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