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What can be Learned From Playing Digital Games Outside School?

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Bibliographic Details
Title: What can be Learned From Playing Digital Games Outside School?
Authors: Mozelius, Peter
Source: Proceedings of the European Conference on Games Based Learning; 2014, Vol. 1, p415-422, 8p
Subject Terms: VIDEO games, EDUCATIONAL games, CHESS, KINDERGARTEN, STRESS management
People: PIAGET, Jean, 1896-1980, VYGOTSKY, Lev, 1896-1934
Abstract: Games based learning (GBL) in educational contexts is an old tradition where mathematics and strategy have been learned for thousands of years by playing traditional board games like Kalaha and Chess. The discussion on pedagogical aspects of gaming in general started at university level in the 1970s by pedagogues like Jean Piaget and Lev Vygotsky. In the 1980s when computer became available for ordinary people Thomas Malone did an analysis of standard commercial of the shelf (COTS) computer games and investigated why people find them fun and motivating. Later it has been widely discussed how much you can learn from playing games, if the knowledge is transferable to daily life situations and if learning only is possible with tailor-made learning games or serious games. The so called digital natives is the first generation that has played digital games since kindergarten. What are their own opinions on digital games and informal learning by gaming? The aim of this study is to analyse and discuss what digital natives might have learned from their pre-university gaming and if the acquired skills and knowledge can be of use in other contexts. A content analysis has been done based on an assignment in a course on GBL where students submitted and discussed essays in a virtual learning environment. Data has been gathered from 49 students' essay postings in a discussion forum, 26 essays were submitted by male students and the resting 23 by female students. Furthermore students' experiences from learning games have been discussed in groups in the GBL course examination seminars. Findings show that most students claim that they have learned things from playing COTS as well as learning games and several students mention that skills and knowledge have been of use in non-gaming contexts. Some examples of areas where students mention learning are language speaking and reading skills, collaboration, strategic thinking, stress management, and knowledge about history and other cultures. [ABSTRACT FROM AUTHOR]
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Database: Complementary Index
Description
Abstract:Games based learning (GBL) in educational contexts is an old tradition where mathematics and strategy have been learned for thousands of years by playing traditional board games like Kalaha and Chess. The discussion on pedagogical aspects of gaming in general started at university level in the 1970s by pedagogues like Jean Piaget and Lev Vygotsky. In the 1980s when computer became available for ordinary people Thomas Malone did an analysis of standard commercial of the shelf (COTS) computer games and investigated why people find them fun and motivating. Later it has been widely discussed how much you can learn from playing games, if the knowledge is transferable to daily life situations and if learning only is possible with tailor-made learning games or serious games. The so called digital natives is the first generation that has played digital games since kindergarten. What are their own opinions on digital games and informal learning by gaming? The aim of this study is to analyse and discuss what digital natives might have learned from their pre-university gaming and if the acquired skills and knowledge can be of use in other contexts. A content analysis has been done based on an assignment in a course on GBL where students submitted and discussed essays in a virtual learning environment. Data has been gathered from 49 students' essay postings in a discussion forum, 26 essays were submitted by male students and the resting 23 by female students. Furthermore students' experiences from learning games have been discussed in groups in the GBL course examination seminars. Findings show that most students claim that they have learned things from playing COTS as well as learning games and several students mention that skills and knowledge have been of use in non-gaming contexts. Some examples of areas where students mention learning are language speaking and reading skills, collaboration, strategic thinking, stress management, and knowledge about history and other cultures. [ABSTRACT FROM AUTHOR]
ISSN:20490992