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An academic study into Educational Games

We are in a modern technological era where much of the world population has access to internet. In this technological situation - presence, plenty and practice of educational games is certain. People are playing games as a form of public interest regardless of age, race and gender.

Also, we must study its practice for serious purposes like education. The educational games market is growing because it scaffolds comprehension, knowledge and understanding. “An introduction to theories of learning “by Olson and Hergenhahn (2015,pp.1) takes this further.

Experimenting with Learning

People have experimented with “Learning” since centuries. Educators have tried different methods to explore easier, fun and adaptable methods. The goal is to make the process of learning adaptive to their own benefits. Gentry (1990) articulates that games bring out human psychology's “learning by doing,”.

In most cases “doing” needs a platform which is sometimes available but not always. Games are widely considered as a hot topic for "learning by doing". A platform like this could give scenarios close to the real situation. Stated in Sandro, Cristiano and José Rigo(2015), games has potential to give a feeling of “virtual to the real world”. This is a helpful tool in educational objectives to bridge between “knowing and doing”. Soqqle (2018) is a online social game to connect players in a social community embedded with tasks.

Life-long Learning

Learning is a continuous journey. With it, a new addition called “Game based learning” has creeped in. In actuality "Learning by games" is not new. Use of games in “1600s war games” for learning purposes are seen in (Feihong & John, 2010). Huizinga (2008) also indicated “every game is able at any time to fully absorb the player" socially, temporally, and spatially. This is due to engagement characteristic (Cited in Sandro, Cristiano, & José Rigo, 2015). Playing games builds the chances of increasing these characteristics and boosts learning engagement.

Bridge to the real world

Learning by games can establish social, spatial or temporal relationships beyond virtual worlds. This can ease the expansion of learning concepts to the real world” ( Sandro, et al, 2015). Traditional classroom learning often struggle to achieve this.  Didactic learning pedagogy often allows one person (teacher or student) to speak at a time. But Soqqle  (2018) game player John Lee says further how this is different in a new environment:

“I've never heard of or tried such a revolutionary game system. Its refreshing and gives me a new way of engaging friend.”

Anytime, anywhere

Furthermore, the fun characteristics of games invites players to contribute. Playing games of any form has been a part of man’s life since childhood till adulthood. With that, games induce early learning seen in education in the past two decades. Kim& Chung (2012) highlights learning games are increasingly being developed and deployed. These are being created in diverse educational fields. Some examples are seen in military training, medical training and more. They are also becoming more well-liked in school settings.

A natural way to learn

A major factor of success is the innate knowledge of a “win state” (KARL, 2014). This is because learners know that they are engaged in a game activity. This therefore makes games an effective learning platform. Games also enhance learning of complex subject matter (Rosemary, Robert, & James, 2002). Rosemary, Robert and James (2002) claim that educational games helps in learning instructional strategies. Karl (2014) emphasizes that game based learning can train students to understand the subject and teach them skills.


References

1. Feihong, W., & John K., B. (2010, March ). MAKING DIGITAL GAME-BASED LEARNING WORK: DOMAIN KNOWLEDGE TRANSPARENCY. Retrieved from i-manager’s Journal of Educational Technology, Vol. 6lNo. 4lJanuary - March 2010, http://files.eric.ed.gov/fulltext/EJ1098358.pdf

2. Gentry, J. W. (1990). What is experiential learning. Guide to business gaming and experiential learning, 9, 20.

3. KARL, K. (2014, March ). GAMIFICATION: Separating Fact From Fiction. Retrieved from Chief Learning Officer, https://bit.ly/2D5HwZQ

4. Kim, J., & Chung, G.K.W.K. (2012). Use of a survival analysis technique in understanding game performance in instructional games. (CRESST Report 812). Los Angeles, CA: Universi-ty of California, National Center for Research on Evaluation, Standards, and Student Testing (CRESST). http://files.eric.ed.gov/fulltext/ED530478.pdf

5. Olson, M. H., & B.R, Hergenhahn. (2015). An introduction to theories of learning: Ninth edition (9th ed.). Retrieved from https://bit.ly/2Ggb75z

6. Rosemary, G., Robert, A., & James E., D. (2002). Games, Motivation, and Learning: A Research and Practice Model. SAGE Publications, 33(4), pp. 441 – 467. doi:10.1177/1046878102238607, https://bit.ly/2BsW3NX

7. Sandro, O. D., Cristiano, A. da C., & José Rigo, S. (2015). A MODEL FOR UBIQUITOUS SERIOUS GAMES DEVELOPMENT FOCUSED ON PR. Retrieved January 30, 2017, from 12th In-ternational Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2015),  https://bit.ly/2BustaG

8. Soqqle - First Educational Game for Friends, Trends and Brands. (2018). Retrieved from https://soqqle.com/

An academic study into Educational Games
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