Title: LEARNING GAMES OR LEARNING STIMULATING GAMES: AN INDIRECT APPROACH TO LEARNING STIMULATING EFFECTS FROM OFF-THE-SHELF GAMES
|Issue Number:||Vol. 3, No. 3|
|Year of Publication:||2013|
|Authors:||Mats Wiklund, Peter Mozelius|
|Journal Name:||International Journal of Digital Information and Wireless Communications (IJDIWC)
- Hong Kong
Playing games to support learning is a classic concept that is seeing a revival today in the widespread use of computer games. Inserting educational content into various types of computer games is a strong trend that some researchers have described as a mad rush. The aim of this article is to discuss possible learning stimulating effects of commercial off-the-shelf (COTS) games in a long-term perspective. We argue that COTS game players’ attitudes towards learning may change in a positive direction even in cases where direct learning outcomes are not aimed for. This may be the case when in-game skills are described in terms of real life skills commonly associated with higher education. When a high enough skill level is achieved, then and only then is the player rewarded with pleasant in-game experiences. The causality of the perceived experience is ideally that with high enough skills, positive stimulation follows. The contribution of the gaming lies not in the short-term learning outcome, but rather in the long-term effects it may have on future educational choices. Even if such a game do not fulfill the criteria for learning games it may still be seen as a learning stimulating game.