Learning from the Children: Practical and Theoretical Reflections on Playing and Learning

Abstract

Despite long years of effort and experimentation, the use of simulation/games for education has known little acceptance. In reaction to this, there has been a tendency to sharply distinguish adult games from children's games. The author's experience and observation leads him to argue that there is, in fact, a continuity and that the elements of games that favor learning in children are also at work with adults. However, there is a progression from child to adult, and the games used with adults must be adapted to the adult's interest in games. The article ends with some practical suggestions for pursuing this approach.

The Influence of Trainee Gaming Experience and Computer Self-Efficacy on Learner Outcomes of Videogame-Based Learning Environments

“…Available research on training games has primarily focused on the first determinant of training effectiveness: videogame features or characteristics. Game features such as challenge, realism, and interactivity have been found to influence trainee motivation and the length of time in which trainees are willing to invest in mastering the skills taught during game play (e.g., Belanich, Sibley, & Orvis, 2004;Corbeil, 1999;Garris et al, 2002). Such research has enhanced our understanding on how to design the actual training game to improve its effectiveness.…”

“…There is a paucity of research on the influence of prior experience on learner outcomes of videogame-based training environments. The prior training game research has primarily focused on enhancing our understanding of the features or characteristics of the videogame that impact training effectiveness (e.g., Belanich et al, 2004;Corbeil, 1999;Garris et al, 2002). Research that has investigated prior experience in gaming environments tends to mirror the majority of work on previous computer experience, operationalizing the experience construct as general experience in using computers, regardless of the particular types of computer experiences one has acquired.…”

Instructional Characteristics and Motivational Features of a PC-based Game

“…In Edition to Malone's research on motivation for games, others have also assessed features that influence motivation. For example, Corbeil (1999) investigated roleplaying and first-person-perspective games and identified six motivating aspects: (a) selfdiscovery, constructivism; (b) self-validation, efficacy; (c) escape, a break from reality; (d) camaraderie, social; (e) creative competition, feedback; and (f) a metaphor for life, related to reality. Garris et al, (2002) reviewed previous research on motivation in training games and found six similar game characteristics which they thought would influence motivation: fantasy, rules/goals, sensory stimuli, challenge, mystery, and control.…”

Playful Information Literacy: Play and information Literacy in Higher Education

“…However, Corbeil argues a continuity from play in children's learning and adult's learning that researchers often shy away from, rejecting play as an activity limited to children and arguing that it is an integral part of human development, whatever our age (Corbeil, 1999).…”