Games and Learning

Games and learning have always been considered as separate entities by traditional education system. Despite this fact, a large number of students and even adults spend millions of hours completely immersed in games sitting in front of TVs, computers, mobile phones, iPads or other PDAs.

The demands and needs of the modern world have changed a lot and teachers cannot continue teaching the same way as they used to teach in 20th century. Moreover, this may not bring the best results for today’s technologically advanced students.

If teachers pretermit the inclusion of games in education, they would not be able to connect with the learners who are practically born in this digital world. The advancement in the digital world calls for changes in the way education is imparted to students. Today, learners have access to various concepts and knowledge outside of the classroom. These sources are their mobile devices, YouTube videos, search engines, podcast, blogs, and educational games. The advantage of these resources is that they offer self-directed and exploratory learning opportunities.

Researchers support the fact that computer games can motivate students to learn

Researches support the fact that computer games can motivate students to learn and better transform the way students acquire knowledge. Kirriemuir (2008) claims that, “Games are associated with fun, play, challenge, imagination, enjoyment, lateral thinking and experimentation – concepts that, for many, sit uneasily with study, concentration, silence, obedience and checklist (or curriculum) teaching.” It is believed that digital game environments can enhance human cognition and always involve purposeful human action within a specific context. Gee (2003) sees games as a medium of mastering new literacy practices such as reading, writing, sounds, interpretation and manipulation of images.

Studies have demonstrated that games can supplement formal education and may not necessarily interfere with existing instructional strategies. Many interactive games, known as ‘Serious games’, usually combine educational content with games. A few examples of serious games are World of Warcraft, ElectroCity, Second Life, SimCity, and Making History. Games, by design, rely on intrinsic motivation.

Motivation is the driving force behind someone’s actions. Intrinsic motivation is the internal desire to perform a particular task whereas extrinsic motivation is doing something because of external rewards. We all would agree that the classroom environment and the teacher interaction both are very important in motivating students. For any learning task to be meaningful to the learner, they must have both a sufficient context for the learning and motivation to perform the tasks. Games intrinsically motivate players to engage in problem solving and critical thinking, because challenge, curiosity, and fantasy act as the motivating factors.

It is the time for educators to explore the possibilities of integrating games in traditional instructional methodologies, both online and face-to-face, so that teachers can help students learn the ability to perform problem solving, engage in high-level thinking skills, promote collaboration, foster engagement with the subject matter and retention. Digital games have been used in formal settings for the last decade, but still there is a lot of scope.

Games intrinsically motivate players to engage in problem solving and critical thinking