{"id":94,"date":"2013-10-12T15:40:14","date_gmt":"2013-10-12T22:40:14","guid":{"rendered":"https:\/\/blogs.ubc.ca\/gamebasedlearning\/?page_id=94"},"modified":"2013-10-14T07:39:17","modified_gmt":"2013-10-14T14:39:17","slug":"theory-and-criticism","status":"publish","type":"page","link":"https:\/\/blogs.ubc.ca\/gamebasedlearning\/theory-and-criticism\/","title":{"rendered":"Theory"},"content":{"rendered":"

Read<\/strong><\/em> – Criticism & Theory on Game-Based Learning<\/h3>\n

In 1970 Clark Abt called his book \u201cSerious Games\u201d and this was purportedly the very first mention of such a notion. His definition was that \u201cthese games have an explicit and carefully thought-out educational purpose and are not intended to be played primarily for amusement. This does not mean that serious games are not, or should not be, entertaining\u201d (Abt 1970). <\/i><\/p>\n

In reality, the classification of serious games has yet to be set; however, game-based learning (GBL) can be a branch of serious games that deals with applications that have defined learning outcomes as vivid. The success of GBL strategies owes to active participation and interaction being at the centre of the experience, and signals that current educational methods are not engaging students enough. Experience with and affinity for games as learning tools is an increasingly universal characteristic among those entering higher education and the workforce (Learning frontiers 2013).<\/p>\n

Web Search Interest<\/span><\/strong><\/p>\n

More and more people are concerned about \u201cgame-based learning. The following graph shows the web search interest for the words “game-based learning” during the last 5 years:<\/p>\n

\"\"<\/a><\/p>\n

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 <\/p>\n

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(Learning frontiers 2013)<\/p>\n

Game-based Learning <\/span><\/b><\/p>\n

As educators who are concerned about GBL in teaching, it is vital to understand and know how to use students\u2019 desire for power because it is one of the main reasons why so many of them are enticed by games. From this attraction that bonds students with games, there are its benefits and disadvantages, depending on the types of game involved. As educators, it is crucial to create pedagogy that reduces the disadvantages to the maximum.<\/p>\n

Attributes<\/span><\/b><\/p>\n

1) <\/b>Intellectual Building<\/b><\/p>\n

Games \u201c[provide] continual challenges to utilize the zone of the proximal development\u201d (Paul & Sian Ladley 2013). \u00a0<\/i>Games are used to allow active learning where students can think critically and still experience the thrill that lets them want to learn more.<\/p>\n

2) <\/b>Motivation Enhancement<\/b><\/p>\n

A game is a challenge in itself. Students will be more likely to repeat levels again and again (practice) because games such as gamification offer extrinsic motivation like scores and grades and the competition within it will serve as an intrinsic motivation for the more aggressive students. It can increase the motivation and attentiveness of the students and specifically, games can become a facilitator for self-directed study and research; when students enjoy a specific area in a game, they become more inclined to search it online, read a book about it, or watch a documentary on it (Rapini, Sarina 2012).<\/p>\n

3)<\/b> Competition<\/b><\/p>\n

Like previously mentioned, competition is a key factor in games therefore it is an incentive for many students to learn. Competition is observed to make students have \u201chigher engagement levels\u201d and students can learn from their loss or win through reflection and critical thinking while also \u201c[learning] good sportsmanship skills.\u201d<\/p>\n

4) Problem Solving<\/b><\/p>\n

While \u201cthe real promise of games as educational and tools is in their ability to demonstrate the complexity and interconnectedness of issues\u201d (Aristidis Protopsaltis 2011), students can hopefully take this challenge and in the process develop into avid learners who are motivated to solve the games and consequently learn from it.<\/p>\n

5) Collaboration\/Team Work<\/b><\/p>\n

The mandatory collaboration in games will allow students of all ages to appreciate and learn from the experience of working together. The members of a game essentially make up a social media group where people can share their thoughts and support each other through this system.<\/p>\n

6) <\/b>Facilitation\/Peer Sharing<\/b><\/p>\n

The teamwork during games can benefit students as they will be able to increase their social skills through peer sharing. This can provide students with a greater sense of purpose as they know they are \u201cpart of a bigger group\u201d that is also aimed towards learning. Games can also show what it is like to work together in \u201creal-life group-centred facilitation\u201d and how it should be done to succeed through making connections and controlling one\u2019s teamwork.<\/p>\n

7) Ingenuity Abilities Creating<\/b><\/p>\n

Game-based learning is a platform for \u201crenovation, improvisation, adaption, and adjustment.\u201d So good learning allows a student to be a producer rather than a passive consumer of his own learning (Rapini, Sarina 2012). \u00a0Games are interactive; that is, \u201cwhen the player does something, the game does something back that encourages the player to act again<\/i>\u201d (Gee 2008). Thus, their actions shape the game world around them, causing the player to reflect on their decisions and form hypotheses. Clark (2009) explains that traditional education treats students as passive recipients while games allow them to be active members in their own education which allows for more self-directed, creative, and engaging learning (Rapini, Sarian 2012).<\/p>\n

8) Challenge Anticipation<\/b><\/p>\n

Since the students of this generation are who will be responsible for our future, game-based learning provides them with the experience to learn determination through \u201c[challenging] themselves<\/i>\u201d. For example, to encourage practice\u2014and thus, development of good habits\u2014the loading dock game must gradually increase the difficulty level of the in-game challenges. This keeps players engaged and encourages them to continually hone their skills\u201d (Trybus, Jessica 2012).<\/p>\n

9) Games are \u201cCool\u201d<\/b><\/p>\n

The digital generation are accustomed to using technology and games will give them less pressure and more fun than hard copy assignments especially, when games can also accommodate a variety of auditory, tactile or visual learning styles since games immerse students in sound, touch, and sight. (Rapini, Sarina 2012) In addition, the instant feedback of games will also allow them to learn more quickly and efficiently which will increase their confidence and morale. Even if they fail, it will be a pleasant kind of frustration.<\/p>\n

10) Alternative Learning Style<\/b><\/p>\n

\u201cBringing the feeling of joy, and playfulness to the game is imperative. As an experienced teacher, Jay Lemke has gradually become convinced that playfulness and irreverence, a contra-normative stance, may in fact be essential to the type of learning that lasts and allows us to think outside the box according to her two-year project research in game-based learning<\/i>\u201d (Lemke, 2013). Chang et al. (2009) also indicate game-based learning is an evident and popular direction, which keeps the educational purpose and improves the ability of the player that is utilized to real life. This is an innovative learning approach to compare to the traditional narrow learning method.<\/p>\n

11) Professional Training Supports<\/b><\/p>\n

Game playing is in a risk-free <\/i>and controlled environment that allows an easy transition for students through its \u201cvirtual reality training\u2026into the real world\u201d. The \u201cdrama, storyline, humour and characters\u201d associated with games, \u201ccreate a compelling experience\u2026 [that help] students [develop] memory hooks\u201d and so \u201cif undertaken appropriately, game-based learning [can be a] vehicle for embedding new knowledge or skills that can immediately be applied in the workplace\u201d (Trybus, Jessica 2012).<\/p>\n

12) Personalizing Learning <\/b><\/p>\n

Students in the traditional classroom may feel that the material is either too hard or too easy, yet they cannot try on different learning styles or use another problem solving method without the risk of failing or receiving a bad grade (Squire 2011, McGonigal 2011). Unlike many traditional passive training programs where the pace is only based on a \u201cgroup basis\u201d, the pace of well-tailored games can fit to match each individual\u2019s needs. This contrasts with past programs where \u201cslower students often struggle\u201d. Games also allow players to customize their difficulty levels or styles of play (Rapini, Sarina 2012).<\/p>\n

Game-based Learning vs Traditional Training<\/span><\/strong><\/p>\n

The effectiveness of hand-on learning isn\u2019t new \u2013 for example, the apprenticeship system traces a rich history from ancient times to the present day. But well-designed game-based learning has several advantages over traditional experiential learning methods. It is cost-effective and low-risk (unlike, for example, safety training using live machinery). Perhaps even more important, there are significant learning advantages. Learners can re-enact a precise set of circumstances multiple times, exploring the consequences of different actions. In addition, well-developed games permit learning experiences that aren\u2019t possible in real life \u2013 for example, \u201cdesigning a dolphin to find out how body size and fin position affect how far it can swim, or deliberately causing the biggest possible virtual explosion to understand why gas line disasters happen.<\/p>\n

Comparison Chart \u2013 Traditional Training, Hands-On, and Game-Based Learning<\/strong><\/p>\n\n\n\n\n\n\n\n\n\n\n\n
<\/td>\n\n

Traditional Training (lectures, online tutorials)<\/strong><\/p>\n<\/td>\n

\n

Hands-on Training<\/strong><\/p>\n

 <\/td>\n

\n

Game-based Learning<\/strong><\/p>\n

 <\/td>\n<\/tr>\n

Cost-Effective<\/td>\n\n

x<\/span><\/h2>\n<\/td>\n

<\/td>\n\n

x<\/span><\/h2>\n<\/td>\n<\/tr>\n

Low physical risk \/ liability<\/td>\n\n

x<\/span><\/h2>\n<\/td>\n

<\/td>\n\n

x<\/span><\/h2>\n<\/td>\n<\/tr>\n

Standardized assessments allowing student-to-student comparisons<\/td>\n\n

x<\/span><\/h2>\n<\/td>\n

<\/td>\n\n

x<\/span><\/h2>\n<\/td>\n<\/tr>\n

Highly engaging<\/td>\n<\/td>\n\n

x<\/span><\/h2>\n<\/td>\n

\n

x<\/span><\/h2>\n<\/td>\n<\/tr>\n

Learning pace tailored to individual student<\/td>\n<\/td>\n\n

x<\/span><\/h2>\n<\/td>\n

\n

x<\/span><\/h2>\n<\/td>\n<\/tr>\n

Immediate feedback in response to student mistakes<\/td>\n<\/td>\n\n

x<\/span><\/h2>\n<\/td>\n

\n

x<\/span><\/h2>\n<\/td>\n<\/tr>\n

Student an easily transfer learning to real-world environment<\/td>\n<\/td>\n\n

x<\/span><\/h2>\n<\/td>\n

\n

x<\/span><\/h2>\n<\/td>\n<\/tr>\n

Learner is actively engaged<\/td>\n<\/td>\n\n

x<\/span><\/h2>\n<\/td>\n

\n

x<\/span><\/h2>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

Pitfalls<\/span><\/b><\/p>\n

1) Distracting\u00a0\u00a0\u00a0\u00a0\u00a0 <\/b>Some researches indicate online learning disrupts deep reading practices (Journalist\u2019s Resource 2013). Students nowadays may seem to be able to multitask; however, \u201cthey can\u2019t really do it\u201d \u201cResearch shows that the students\u2019 memories were disorganized, they fixated on irrelevant data, could not follow specific directions that required paying attention and wrote poorly\u201d (Learning Games 2011).This similar situation may apply to GBL as well depending on the structure of its design.<\/p>\n

2) <\/b>Prompts Violence & Aggression \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/b>Although a certain amount of competition allows students to be more engaged and willing to learn, too much competition will automatically prime aggressive thoughts. In addition, the researchers also concluded that players who had prior experience playing violent video games responded with an increased level of aggression when they encountered confrontation (Bushman & Anderson, 2002).\u00a0 While repeated exposure to violent games can be a risk factor for violent behavior, Gentile & Anderson (2003) state that the way of repetition has long been considered an effective teaching method in reinforcing learning patterns (Palo Alto Medical Foundation 2013).<\/p>\n

3) <\/b>No Games, No Focuses\u00a0\u00a0\u00a0\u00a0 <\/b>Once games are fully integrated into the system, the difficult part is to achieve a balance between normal assignments, in-class instructions, and games. <\/b>While \u201c<\/b>Yale University school of Medicine researchers suggest\u00a0in 2013, the new trend of interactive educational games is to integrate learning and fun\u201d, this method could possibly \u201clead to over-reliance\u201d Once students do not have the privilege of using games to learn, they could potentially experience a loss of focus.<\/p>\n

4) <\/b>Addiction\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/b>Every win in a game triggers the reward centre of people, and this reward centre can be so pleasurable that it may lead to addiction. Students could possible \u201close themselves in fantasy adventures\u201d after long term \u201cimmersion.\u201d Any non digital activity may seem dull in comparison and life outside of games \u201cboring\u201d.<\/p>\n

5) <\/b>Doubt of Benefits\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/b>Games are still in its \u201cearly stages\u201d of development, therefore as much as the benefits are apparent, it is difficult to predict the long term \u201clearning outcomes due to the lack of empirical data to back and support [games-based learning].\u201d The efforts that \u201cparents, teachers and educators\u201d still put in may not be worth it (Rapini, Sarina 2012).<\/p>\n

6) <\/b>Time Wasted\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0<\/b>Perhaps due to culturally-biased views, or simply personal differences, many people find that game-playing is always \u201cfrivolous\u2026[and just]\u2026a luxury to indulge after work\u2026[and no] serious learning is done\u201d (Lemke, 2013). Moreover, games have a negative stigma attached to them and are classified as a violent and mindless activity. Parents may see them as a waste of time (Rapini, Sarina 2012).<\/p>\n

7) <\/b>Competition\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/b>Competition may just act oppositely to what is originally expected because students may lose motivation to actually learn the material when they are so \u201cfocused on winning.\u201d Losing in a game can perhaps not trigger motivation to learn and repeat the levels and only serve to \u201clower self-esteem.\u201d<\/p>\n

8) <\/b>Confusion of the real world with virtual world\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/b>In this day and age, people can be completely disconnected with the physical world because there really is no need to venture out into the reality. People can literally buy anything they want through an identity they choose in our world. If people are educated by the virtual world about the real world, there may be a growing disconnection with the real world because students cannot physically experience what it is actually like (Virtual v.s. Reality, 2010).<\/p>\n

Theories and analysis embedded in game-based learning<\/b><\/span><\/p>\n

Although game-based learning is \u201cshown to be more effective than traditional teaching\u2026[in terms of]\u2026learning achievement and motivation\u2026there is no theoretical basis in [its] teaching assessment\u201d (Su & Cheng, 2011). So if we are eager to create a new order and relationship between education and games then we need to have more critical analyses embedded into educational theories which can help set up the standard to where we want to evaluate the efforts and effects of game-based learning. The empirical research evidence will finally lead to a healthy, positive and filtered GBL development which provides students, teachers, designers and entrepreneurs with a win-win situation.<\/b><\/p>\n

Educational Theories<\/b><\/span><\/p>\n

Constructivism<\/b><\/b><\/p>\n

Constructivism is the concept of \u201clearning by doing\u201d and this can be implemented in this digital era through game-based learning where individual students can learn themselves how to solve problems and make decisions through games. The interactive tasks are also customizable. A Chinese proverb says: “Tell me, and I’ll forget. Show me, and I may remember. Involve me, and I’ll understand.” With game-based learning tools, engaged students and workers can embrace learning rather than view it as a disruptive burden (Rapini, Sarina 2012).<\/p>\n

Social Constructivism<\/b><\/p>\n

\u201cLearning is a social activity and it is through dialogue\u201d (Vygotsky, 1978). And according to Alan Amory, \u201cwe don\u2019t learn from<\/em> games, we learn through<\/em> them.\u201d Computer games are effective learning tools when they can incorporate \u201csocial interactions and dialogue among learners and between learners and teachers\u201d and \u201cperformance [of students] can [consequently] be improved\u201d (Thato Foko, 2008). Underpinned social constructivism, GBL provides group members\u2019 opportunities to integrate their prior experiences in different contexts mixed with each individual\u2019s knowledge.<\/p>\n

Behaviourism<\/b> <\/b><\/p>\n

Elements of the game can be rewards because they can condition students to have a certain learning response that will help retain information. This is based on how \u201cbehavior is a function of its consequences\u201d according to B.F. Skinner\u2019s behavioural theory. These games that are based on this theory are called\u201d edutainment\u201d which tend to be based on tests. This type of game helps in building extreme focus and memory retention (Ladley, Paul & Ladley, Sian 2013).<\/p>\n

Cognitivism<\/b> <\/b><\/p>\n

Through cognitivism, the learners became the centre of attention and acquire knowledge through a variety of different modalities (e.g. text, pictures, sounds). These enable the player to identify and analyse problems and apply past learning (Aristidis Protopsaltis 2011). Learning based off of cognitivism is to \u201c[connect] symbols in a meaningful and memorable way\u201d and they \u201cacquire knowledge through a variety of different modalities (e.g. text, pictures, sounds)\u201d that can then be applied to \u201cidentify and analyse problems\u201d (Aristidis Protopsaltis 2011). Klopfer et al 2009 also mentioned \u201cthe promise of games is that we can harness the spirit of play to build new cognitive structures and ideas of substance\u201d (Rapini, Sarina 2012).<\/p>\n

Situated (experience- based) Learning<\/b><\/p>\n

Situated learning within games is to use \u201cinformation in context through a creation of a setting close to reality\u201d so that students can easily \u201c[transfer] the material into the real world\u201d (Aristidis Protopsaltis, 2011). Learners will experience immediate \u201cin-game consequences\u201d (Trybus, Jessica 2012) that can highlight the \u201cgame\u2019s learning goals\u201d more clearly for them. \u00a0The model emphasizes to build authentic experience in games which will take place in the real world environment such as apprenticeship. Generally speaking, the military, hospital and other training institutions often use such simulations.<\/p>\n

Flow theory<\/b><\/p>\n

When students are said to be in a \u201cflow state\u201d it is \u201c[described as] an optimum experience that is encountered when a variety of factors are met, and is characterized by high focus, engagement, motivation, and immersion.\u201d According to Csikszentmihalyi (1990), this aids in learning during a game when students experience \u201cincreased focus, intrinsic motivation, a lack of concern for the self, an altered sense of time, and effortless involvement\u201d (Davin Pavlas 2010).<\/p>\n

 <\/p>\n

Reflection<\/b><\/span><\/p>\n

According to Federation of American Scientists 2006, the surge in technology led to the creation of high-quality entertainment games, which made low-budget educational games pale in comparison, and shortly after, the educational game industry collapsed. This failure has lingered on as \u201cfew companies are willing to make the investments needed to develop such games since there is yet no demonstrated market\u201d (Rapini, Sarina 2012). However, games are now being revisited as educational tools by several leading organizations, such as MIT\u2019s Education Arcade and Games-to Teachproject, Woodrow Wilson Foundations\u2019 Serious Games Initiative, University of Wisconsin\u2019s Games, Learning Society, the Federation of American Scientists, the Bill and Melinda Gates Foundation, and the U.S. Department of Education. (Rapini, Sarina 2012).<\/p>\n

References<\/strong><\/span><\/p>\n

Abt, C. (1970). Serious Games. New York: The Viking Press.<\/i><\/p>\n

Anderson, C & Bushman, B (2002).\u00a0 HUMAN AGGRESSION. Department of Psychology, Iowa State University. <\/i>Retrieved from <\/i>http:\/\/www.psychology.iastate.edu\/faculty\/caa\/abstracts\/2000-2004\/02AB.pdf<\/p>\n

Alvarez J., Rampnoux O (2007). Serious Game: Just a question of posture? In Artificial & Ambient Intelligence, 420 to 423. Newcastle, UK,<\/i> p. Retrieved Oct.2 2013 from http:\/\/en.wikipedia.org\/wiki\/Serious_game<\/p>\n

Daniel Livingstone (2011). Game Based Learning: Theory, Practice, Technology. University of the West of Scotland. Retrieved Sep. 29, 2013 from <\/i>http:\/\/gbl2011.univ-savoie.fr\/wp-content\/uploads\/2011\/06\/Daniel-Livingstone-GBL2011.pdf<\/p>\n

Davin Pavlas (2010). A Model of Flow and Play in Game-based Learning: The Impact of Game Characteristics, Player Traits, and Player States. Retrieved sep.29 2013 from http:\/\/www.navistudios.net\/Pavlas_Davin_A_201012_PhD.pdf<\/p>\n

Game-Based Learning Talk (2011). Retrieved Oct 01, 2013 from http:\/\/shoyulearning.wordpress.com\/2011\/09\/20\/competition-vs-collaboration-in-game-based-learning\/<\/p>\n

Innovating Learning (2008). Retrieved Sep.29 2013 from http:\/\/innovatingeducation.wordpress.com\/2008\/07\/04\/social-constructivism-in-games-based-learning-in-the-south-african-context-ed-media-2008\/<\/p>\n

Journalist\u2019s Resource (2013). Retrieved from http:\/\/journalistsresource.org\/studies\/society\/education\/outcomes-of<\/p>\n

Ladely, Paul & Ladley, Sian (2013). Game based learning blog. Retrieved Sep. 30 2013 from http:\/\/www.games-based-learning.com\/<\/p>\n

Learning Frontiers (2013). Retrieved Oct.04 2013 from http:\/\/www.learningfrontiers.eu\/?q=content\/game-based-learning<\/p>\n

Learning Games (2011). Retrieved Oct.02, 2013 fromhttp:\/\/lg.dlivingstone.com\/2011\/06\/06\/power-of-distraction\/<\/p>\n

Lemke, Jay (2013). Games and Learning: Diversifying Opportunity or Standardizing Advantage. University of California\u2013San Diego<\/i>. <\/i>Retrieved from http:\/\/www.academia.edu\/322602\/Games_and_Learning_Diversifying_Opportunity_or_Standardizing_Advantage<\/p>\n

Palo Alto Medical foundation in Sutter Health (2013). Retrieved Oct.02. 2013 from http:\/\/www.pamf.org\/parenting-teens\/general\/media-web\/videogames.html<\/p>\n

Protopsaltis, Aristidis (2011).\u00a0 Learning Theories and Serious Games.\u00a0\u00a0 Serious Games Institute<\/i>. <\/i>Retrieved Oct. 04, 2013 from http:\/\/www.slideshare.net\/helenaxe\/learning-theories-and-serious-games<\/p>\n

Rapini, Sarian.(2012). Retrieved Oct 05,2013 from http:\/\/www.cee.org\/sites\/default\/files\/news-events\/digital-gamebased-learning.pdf<\/p>\n

Reed, Matt (2010). Virtual vs Reality. Retrieved Sep.29 2013 from http:\/\/rhizome.org\/artbase\/exhibitions\/view\/1249\/<\/p>\n

Su,Chung-Ho &Cheng,Ching-Hsue (2012). \u00a03D GAME-BASED LEARNING SYSTEM FOR IMPROVING LEARNING ACHIEVEMENT IN SOFTWARE ENGINEERING CURRICULUM. TOJET: The Turkish Online Journal of Educational technology-April 2013, volume 12 Issue 2.<\/i><\/p>\n

Thato Foko(2008). Social Constructivism in Games Based Learning in the South African Context (ED-MEDIA\u00a02008).Centre for Information Technology in Higher Education, South Africa; Alan Amory, University of Johannesburg, South Africa. <\/i>Retrieved Oct 08, 2013 from http:\/\/stevevosloo.com\/2008\/07\/04\/social-constructivism-in-games-based-learning-in-the-south-african-context-ed-media-2008\/<\/p>\n

Trybus,Jessica (2012). Game-Based Learning: What it is, Why it Works, and Where it’s Going. New media institute<\/i>. Retrieved Sep.27 2013 from http:\/\/www.newmedia.org\/game-based-learning–what-it-is-why-it-works-and-where-its-going.html<\/p>\n

Vygotsky, L.S. (1978). Mind in Society:\u00a0 The development of higher psychological processes.\u00a0 Cambridge, MA:\u00a0 Harvard University Press.<\/i><\/p>\n

 <\/p>\n

Participate<\/em><\/strong> – <\/b>Q&A with Margaret Lee
\n<\/b><\/h3>\n

In ETEC 522, we are all experienced educators and so if any of you have had experience with using game-based learning, please feel free to contribute any reflective ideas, thoughts or comments that have to do with the benefits and disadvantages of it in the comments section below. All week Margaret will be answering questions and replying to comments regarding the theory and criticism of GBL.<\/p>\n

Let\u2019s work together to help build a GBL world which can provide for students and at the same time ensure its survival in the market.<\/p>\n

\"\"<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

Read – Criticism & Theory on Game-Based Learning In 1970 Clark Abt called his book \u201cSerious Games\u201d and this was purportedly the very first mention of such a notion. His definition was that \u201cthese games have an explicit and carefully … Continue reading →<\/span><\/a><\/p>\n","protected":false},"author":19107,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"open","ping_status":"open","template":"","meta":{"footnotes":""},"class_list":["post-94","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/gamebasedlearning\/wp-json\/wp\/v2\/pages\/94","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/gamebasedlearning\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/gamebasedlearning\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/gamebasedlearning\/wp-json\/wp\/v2\/users\/19107"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/gamebasedlearning\/wp-json\/wp\/v2\/comments?post=94"}],"version-history":[{"count":13,"href":"https:\/\/blogs.ubc.ca\/gamebasedlearning\/wp-json\/wp\/v2\/pages\/94\/revisions"}],"predecessor-version":[{"id":336,"href":"https:\/\/blogs.ubc.ca\/gamebasedlearning\/wp-json\/wp\/v2\/pages\/94\/revisions\/336"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/gamebasedlearning\/wp-json\/wp\/v2\/media?parent=94"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}