Theories of learning: a computer game perspective

Abstract

Computer games provide a good environment for learning. Players learn to play the game without being taught didactically as the learning process takes place naturally in the virtual world. Learning is no longer a process of knowledge transfer from the expert to the novice. Learners need to construct the knowledge themselves by interacting with the environment. It is beneficial to study the theory underpinning computer games: how players learn and respond in the game environment. In this paper, the theories of learning, i.e. behavioural learning theory, cognitive learning theory and motivation theory, are elucidated in the context of computer game. Psychology provides a way to apprehend the learning that occurs naturally in games and also helps in developing an environment in which the player can learn a particular domain of knowledge extrinsically. By studying the psychology and its relatedness to computer games, we can know the players more comprehensively, thus predict their responses. The understanding of psychology offers a framework to developing an educational game that promotes learning while maintaining high motivation of the player. This paper also attempts to shed some light on how players learn in computer games based on the theory, thus infers better techniques in supporting game-based learning.

A Derived Relations Analysis of Computer Gaming Complexity

“…While traditional direct contingency explanations of behavior alone may improve our understanding of game playing behavior to some extent, (see Loftus & Loftus, 1983;Siang & Rao, 2003) the current study demonstrates that complex derived relational processes must also be examined in any rigorous behavioral analysis of modern computer game playing. Indeed, a viable and potentially fruitful definition of game challenge in terms of relational complexity can now be offered to those researching game complexity in both academic and industrial settings.…”

Serious Game and Students’ Learning Motivation: Effect of Context Using Prog&Play

“…To collect information on students' motivation, we designed a questionnaire using the hierarchy of players' needs proposed by Siang and Rao [15] and Greitzer et al [5]. These authors adapted Maslow's original hierarchy of needs to define seven criteria to be fulfilled to motivate players in a game: rules need (need 1); safety need (need 2); belongingness need (need 3); esteem need (need 4); need to know and understand (need 5); aesthetic need (need 6); and self actualization need (need 7).…”

Robot on!

“…We chose to design Robot ON! as a puzzle-type game, as puzzles have been shown to be effective tools for both helping to learn material as well as demonstrating higher level concepts such as critical thinking and problem-solving skills [11]. The player must activate a sequence of beacons in the correct order.…”