MovingLearningGamesForward_EdArcade.pdf

From the article:

Those who believe in using games in education usually start from a common set of assumptions. They observe that game player’s regularly exhibit persistence, risk-taking, attention to detail and problem solving skills, all behaviors that ideally would be regularly demonstrated in school. They also understand that game environments enable players to construct understanding actively, and at individual paces, and that well-designed games enable players to advance on different paths at different rates in response to each player’s interests and abilities, while also fostering collaboration and just-in-time learning.

We are therefore prepared to argue that:

1. games can engage players in learning that is specifically applicable to “schooling;” and
2. there are means by which teachers can leverage the learning in such games without disrupting the worlds of either play or school.

To succeed, we must look at where the strengths and challenges of both classrooms and games lie and situate
“learning games” at the most productive intersection of these separate environments. We will examine these issues
through concrete examples of existing best practices, and speculative designs currently under development
at MIT’s Education Arcade, and elsewhere.