FORMS OF LEARNING IN COLLABORATIVE VIDEO GAME PLAY

Abstract

Extensive literature has shown that games provide engaging, dynamic, and authentic learning contexts. An understanding of how learning takes place while gaming can inform the design of effective educational games and aid their integration into contemporary classrooms. This study used inductive methods to provide a detailed description of the use of video games for learning in a school setting. Results demonstrate that learning occurred across multiple levels and multiple granularities, and can be triggered by par- ticular cues in the game or social environment. Characteristics of the most frequently occurring instances of learning are discussed. Results of this study suggest great potential for the use of games in education for learning, and can inform future game design.