Explaining the Educational Power of Games

Abstract

This chapter introduces two views of learning relevant for game-based learning: experiential learning theory and the constructivist view on learning. The authors will first discuss, how these views explain learning from a perspective that is relevant for game-based learning. They will also evaluate, how these views on learning relate to assessment of learning through gaming. Last, they will concretize the diversity of the potential learning outcomes of gaming: how, for example, the learner’s previous knowledge, personality, the team members affect the learning experience and outcome. According to constructivism, learning is a constructive process in which the learner is building an internal representation of knowledge. This is something to which game-based education clearly adds value to.

A Theoretical Framework for Serious Game Design

“…Over recent years, a growing body of literature has emphasised the importance of underpinning serious game design and game-based learning strategies with established instructional strategies and pedagogical theories (Kebritchi & Hirumi, 2008). According to this argument, serious game design (as an example of instructional design) should be underpinned by a clear conceptualisation of how people learn and what it means to learn (Lainema & Saarinen, 2010).…”

Student Preferences on Gaming Aspects for a Serious Game in Pharmacy Practice Education: A Cross-Sectional Study

“…Serious games can also be adapted to different learning styles of learners. By matching the learning environment to the ways in which students process and engage with educational material, serious games can provide a learner-centered approach that can supplement didactic teaching methods [ 5 - 7 ].…”