The role of game genres and gamers’ communication networks in perceived learning

Abstract

The present study examined the educational roles of games that were not designed for pedagogical purposes. With respect to the roles of gamers' communicationcommunication networks, network diversity, and heterogenous discussion-three specific sub-objectives of the present work include: (1) to examine the extent to which games can be social learning environments, (2) to examine how gamers' communication contributes to perceived learning, and (3) to evaluate the relationship between game genre's unique characteristics and learning effects. This work statistically tested a series of research hypotheses using empirical data obtained from a national survey of Korean gamers (N = 1392). The results from hierarchical multiple regression analysis indicate that game genres and gamers' communicative networks were significant predictors of perceived game learning. Importantly, game genres that are considered by policymakers to be violent and addictive were found to contribute to learning. Additionally, gamers' communication variables that are not closely related to education and politics significantly predicted their learning. Based on the results, this study suggests that game coplaying or gamers' social networks should be considered important for socio-cultural learning. Moreover, the current study provides empirical evidence that exposure to diverse perspectives during game playing contributes significantly to not only tolerance and deliberative democracy but also the sociopolitical learning of gamers. In this regard, the present study expands the literature on pedagogy (learning effects), political communication (benefits of heterogeneous/deliberative discussions), and game studies (game addiction/gaming disorder). Thus, this study provides new insights for current research on the educational roles of games.

Playing is just the beginning: Social learning dynamics in game communities of inquiry

“…Research Question 5: is CC correlated with the awareness of social learning behavioural and cognitive processes?Hypothesis there is a significant correlation between CC and awareness of social learning dynamic (e.g., Jung, 2020a, 2020b). …”

“…Indeed, preliminary evidence shows that game outlets can be proactive environments where community and educational instances may take place (Gandolfi et al, 2021;Pearce, 2011). Moreover, online gaming and related social engagement have been related to positive and inclusive learning experiences (Jung, 2020a;Squire, 2010), where problem solving and critical thinking are promoted in a shared environment (Hau & Kim, 2011). For instance, Jung (2020aJung ( , 2020b has found that the more players play and interact with others in these outlets, the more they appreciate and harness related dynamics of socialization and community building.…”

“…First, gaming communities have specific demographics in terms of audience: research has found that male, white and young adults are the most active audience in these environments (Moran, 2016) and, as such, they are usually who benefit the most from community features potentially excluding other audiences (e.g., Cote, 2017;Fox & Tang, 2017;Gray, 2012). Second, there is evidence that the more players participate in these environments and are aware of related benefits, the more likely they are receptive toward possible learning instances (Jung, 2020a(Jung, , 2020b. Third, Gandolfi et al (2021) have highlighted how supporting and open communities facilitate education among their members: game communities with higher GCoIS social receptiveness seem to be better suited to stimulate their members.…”

The Embodiment of Kübler-Ross Model through Game Elements in GRIS and Its Impact on Player Experience

“…As advanced digital technology goes, more video games are developed and published to serve many purposes, including communicating with the player. Video game communicates through visual, audio, video, and human interfaces to engage with players, regardless their gender, age, occupation, social class, or even nationality [1]. In this digital era, video games hold important roles as digital media that could be used for several purposes.…”

“…In this digital era, video games hold important roles as digital media that could be used for several purposes. One of these purposes is as an educational media to share, discuss, and even to criticize several real-life issues and conflicts such as issues in politics, lifestyles, mental health, even as far as human behaviour in a certain community [1]. In its role as an interactive and communicative media, a video game could be as simple as a five-minute duration of gameplay to deliberate such an important topic.…”