Gaming science: the “Gamification” of scientific thinking

Abstract

Science is critically important for advancing economics, health, and social well-being in the twenty-first century. A scientifically literate workforce is one that is well-suited to meet the challenges of an information economy. However, scientific thinking skills do not routinely develop and must be scaffolded via educational and cultural tools. In this paper we outline a rationale for why we believe that video games have the potential to be exploited for gain in science education. The premise we entertain is that several classes of video games can be viewed as a type of cultural tool that is capable of supporting three key elements of scientific literacy: content knowledge, process skills, and understanding the nature of science. We argue that there are three classes of mechanisms through which video games can support scientific thinking. First, there are a number of motivational scaffolds, such as feedback, rewards, and flow states that engage students relative to traditional cultural learning tools. Second, there are a number of cognitive scaffolds, such as simulations and embedded reasoning skills that compensate for the limitations of the individual cognitive system. Third, fully developed scientific thinking requires metacognition, and video games provide metacognitive scaffolding in the form of constrained learning and identity adoption. We conclude by outlining a series of recommendations for integrating games and game elements in science education and provide suggestions for evaluating their effectiveness.

Development and validation of an instrument for evaluating the ludicity of games in health education

“…The exploratory study in the first phase is relevant to defining the possible items on the playfulness of games in health education contexts, given the lack of this kind of instruments in the literature (1)(2)(3)(4)(5)(6)(7)(8) . The establishment of an open questionnaire in order to define items from the answers is recommended in order to build phrases closer to the spontaneity of statements of the determined target audience, providing greater identity between the items and the statements (17)(18)(19) .…”

“…A literature review on this subject highlights the importance of games for clinical, investigative or educational activities (1)(2)(3)(4) . International studies show different approaches for games in health (1)(2)(3)(4)(5)(6)(7)(8) : a-ludic activies promoting healthy lifestyles; b-risks of suffocation and similar games; c-damage caused by video game addiction; d-the importance of games for scientific thinking; e-games in the training of health professionals; f-exergames (physical exercises motivated by computer games) for health promotion; among others. Specialized journals have multiplied, developing a corpus of its own knowledge known as Serious Games, which synthesize the understanding of entertaining characteristics into the production of edutainment (5)(6)(7)(8) .…”

“…In other words, the more the game/activity and its playfulness remain, the more we move toward the dimension of training, the center of critical education (9)(10)(11)(12)(13)(14) . Thus, it is necessary to examine the issues occasioned by games in healthcare from a different angle, as it is still poorly discussed in scientific publications on the subject (1)(2)(3)(4)(5)(6)(7)(8) . Instead of investigating whether playing contributes to the purposes of education and health, it must be asked what happens to the inventive character of the game when they are set in different contexts of spontaneity, imagination and rebelliousness that characterize them.…”

“…By reversing the question, we seek to identify the exercise of creativity and autonomy for subjects of knowledge in the restlessness of the game (13)(14) . There are few instruments which evaluate the playfulness of games in educational settings, given the multitude of studies that are directed to behavioral or clinical purposes (1)(2)(3)(4)(5)(6)(7)(8) . In general, the methodologies used for game development are based in interaction design and computer science (15)(16) .…”

Beyond Enjoyment: A Cognitive-Emotional Perspective of Gamification

“…This balance of an imaginary context and real emotions leads to more adaptive regulation strategies such as problem solving and reappraisal as players learn to deal with negative emotions in adaptive ways [22]. Strategy games, typically implemented as simulations of some complex process such as civilization building or warfare, have been shown to create cognitive scaffolding to support decision-making [47] and improve self-reported problem solving skills [2].…”