Intellectual Production #1: Digital Games and Learning Perspectives

In their article “Games and Distributed Teaching and Learning Systems”, Elisabeth and James Gee argue that videogames are not experienced in isolation with the real world but are connected through conversations and social experiences which can enhance learning and problem-solving skills (Gee & Gee, 2017). This is based on the fact that humans do not distinguish between experiences in a virtual world and in the real world, and can store these experiences in their long-term memory dependant on how valuable the experiences are. Although videogames are a relatively new invention, they simply externalize our human imagination and capacity for role-playing and simulation. In terms of research methodology, the authors use a qualitative approach, which allows for deeper exploration into the topic but lacks the empirical rigor of a quantitative study. One key educational theory that this article is based on is constructivism, which emphasizes how humans learn through interaction and engagement with their environment. The article provides good examples of how videogames can be applied in education, but is there more empirical evidence and studies in academia that explore the long-term effects of using videogames in an educational setting?

In the article “Cats and Portals: Video Games, Learning, and Play” by James Gee, he explores how well-designed games can become effective learning engines rather than just a form of entertainment (2008). Gee describes two types of videogames: problem games which focus on a singular problem, and world games which simulate a virtual world in which players must solve a variety of different problems to progress in the game. Gee further explores how games can be a combination of both types using the example of Portal to emphasize how videogames can foster discovery and learning. In terms of research methodology, Gee uses a qualitative approach through an in-depth case study using the game Portal. A key educational theory this article applies is situated cognition, which emphasizes how learning occurs by doing rather than simply through memory recall. I particularly enjoyed learning about the concept of Pro-Ams through the lens of videogames, I wonder if this concept can be applied beyond the world of videogames?

Although the two articles tackle this issue from different perspectives, they both emphasize how videogames can be used as learning tools to enhance critical thinking and problem-solving skills. One difference between the articles is that the first article focuses on how videogames can be part of distributed teaching and learning systems while the second article focuses on how individual games can create challenging and complex environments which emphasize play as a form of discovery.

References

Gee, J. P. (2008). Cats and portals: Video games, learning, and play. American Journal of Play, 1(2), 229.

Gee, E., & Gee, J. P. (2017). Games as distributed teaching and learning systems. Teachers College Record, 119(11).