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* Empire-building games such as the ''[[Civilization (video game)|Civilization]]'' series (1991–2013) and the ''[[Europa Universalis]]'' series (2000–2014) help players to learn about history and its political, economic and military aspects;
* Railroad management games such as ''[[Railroad Tycoon]]'' (1990–2003) and ''[[Rails Across America]]'' (2001) illuminate the history, engineering and economics of railroad management.
* Geography games such as ''[[PlaceSpotting]]'' (2008–2009) and [[GeoGuessr]] help players to find locations on
* Physics games such as ''[[Quantum Moves]]'' and ''[[A Slower Speed of Light]]'' aim to impart intuition for complicated physics concepts such as quantum mechanics and special relativity.
* Geometry games with [[non-Euclidean geometry]], such as ''[[HyperRogue]]'' and ''Hyperbolica'', aim to impart intuition for how non-Euclidean spaces such as [[hyperbolic space|hyperbolic]] and [[spherical geometry|spherical space]]s work.
* Trading and commerce based games such as ''[[The Patrician (video game)|The Patrician]]'' challenge players to create and grow a trading empire managing acquiring, processing, transporting, and bartering resources within a limited region.
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Since then, many other computer games such as [[Electronic Arts]]'s ''[[The Seven Cities of Gold (video game)|Seven Cities of Gold]]'', released in 1984, have also used ''edutainment'' as a descriptive term. Most edutainment games seek to teach players by employing a [[game-based learning]] approach. Criticism as to which video games can be considered educational has led to the creation of "[[serious games]]" whose primary focus is to ''teach'' rather than entertain.<ref>Djaouti, D., Alvarez, J., Jessel, J., & Rampnoux, O. (2011). Origins of Serious Games. Serious Games and Edutainment Applications.</ref>
Psychologist [Simon Egenfeldt-Nielsen] researched the educational use and potential of computer games and has written many articles on the subject. One paper dealing specifically with edutainment breaks it down into 3 general categories to separate the cognitive methods most predominantly used to teach.<ref>{{cite journal|url=http://www.egenfeldt.eu/papers/sweet_music.pdf|title=Making sweet music: The Educational Use of Computer Games|author=Egenfeldt-Nielsen, S|publisher=Center for Computer Games Research|website=www.Neuenfeldt.eu|archive-url=https://web.archive.org/web/20091007130717/http://www.egenfeldt.eu/papers/sweet_music.pdf|archive-date=
==In education==
Games provide structure to problem-solving. This allows a player to "fail up", meaning that with the combination of challenging and fun and identity-building, the student will want to continue to persist on that problem until it is solved. It is a productive failure. This may take quite a few times before success is reached, but progress is obtained each time and so is knowledge on how to solve that problem. Iteration and discovery become two major aspects to learning through game playing. Many students have a "sweet spot" for gaming, which allows gaming in education to be successful in terms of grasping concepts, while this can be more difficult through the use of a book. Students may not even realize that they are learning through a game. Games need to include novelty. Unexpected occurrences and challenging choices allow the player to want to keep playing. Having a story or narrative in the game is what can really suck a player into the game. It allows for continuous feedback and challenges at the right level of difficulty, while avoiding frustration.{{Citation needed|date=January 2021}}<ref>{{Cite book| last1 = Lebowitz| first1 = Josiah| last2 = Klug| first2 = Chris| publisher = Focal Press| isbn = 978-0-240-81717-0| pages = 107–116| editor = Josiah Lebowitz, Chris Klug (eds.)|title = Interactive Storytelling for Video Games| chapter = Chapter Five - Making Stories Emotional| location = Boston| access-date = 2024-04-19| date = 2011-01-01| chapter-url = https://www.sciencedirect.com/science/article/pii/B9780240817170000050}}</ref>
When developing successful learning games for the classroom, it can be a challenging task. In order for the game to show achievement in student learning, the games should hold certain qualities. The development of successful games to promote learning requires attention to opposing factors. Creativity and inventiveness is needed to help the outcome work well and run smoothly. Games should take the opposite approach of drill-and-practice principles, as this simplifies the games and limits the domains of knowledge. The three factors to keep in mind when designing strong and successful games are integration, motivation, and focus. In order for the player to progress in the game, they must master the learning goals and objectives behind the game.<ref name="Brains on video games">{{Cite journal|last1=Bavelier|first1=Daphne|last2=Green|first2=C. Shawn|last3=Han|first3=Doug Hyun|last4=Renshaw|first4=Perry F.|last5=Merzenich|first5=Michael M.|last6=Gentile|first6=Douglas A.|title=Brains on video games|journal=Nature Reviews Neuroscience|volume=12|issue=12|pages=763–768|doi=10.1038/nrn3135|pmc=4633025|pmid=22095065|year=2011}}</ref> The game should be integrated with learning goals. In the content that needs to be taught through the game, it should be made a point that in order to succeed in the game, is to know the information, which creates importance to the player. The game needs to be as motivating as possible and should pose a challenge. The primary activity of the game should be interacting and interesting to the students. Games are about decision making, where you see what the consequences are and what feedback you receive. Games teach students about rewards, but that it takes some work to receive those rewards. The actions within the game need to be relevant to life outside the game, so learning can occur. Focus can most successfully occur when one is learning by exploring, operating, or interacting.{{Citation needed|date=January 2021}}
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One common argument for the use of video games in education is that they enable learning from the simulation while having no danger associated with mistakes. For instance, the [[Air Force]] uses [[Flight simulator|piloting simulation]]s in order to teach their pilots how to fly the airplanes. These simulations are meant to prepare the training pilot for real-world flight conditions while at the same time preventing any damage or loss of life in the process. A pilot could crash in the simulation, learn from their mistake and then reset and try again. This process leads to distinct levels of mastery over the simulation and in turn the plane they will also be flying in the future. The [[military]] also utilizes games such as the ''[[ARMA (series)|ARMA]]'' and ''[[SOCOM (series)|Socom]]'' franchises in their training. Games like these immerse the gamer into the realm of the game and will attempt to achieve whatever objective is set out for them using their [[Military tactics|tactical]] skills. This allows for the military to show their [[soldier]]s how to engage certain situations without the risk of injury.<ref>{{cite journal|author=K.D. Squire|title=Video games in education|journal=Int. J. Intell. Games & Simulation|volume=2|issue=1|year=2003|pages= 49–62|citeseerx=10.1.1.543.5729}}</ref>
Games of all types have been shown to increase a different array of skills for players. Attempts have been made to show that [[arcade game#arcade action games|arcade-style action]] and [[platforming game]]s can be used to develop motor co-ordination, manual skills, and reflexes. <!-- Games have also been researched to find a connection with some kinds of games and stress relief. [But what does this have to do with education?] --> Many authors have noted the educational potential of games like ''[[The Sims]]'' (for its [[social simulation]]) or the ''[[Civilization (video game)|Civilization]]'' series (for its historical and strategy elements), concluding that video games as a whole promote intellectual development, and suggest that players can use them to develop knowledge strategies, practice [[problem-solving]], and can improve [[Spatial intelligence (psychology)|spatial]] skills.<ref name="autogenerated2003">{{cite magazine|author1=M. De Aguilera|author2=A. Mendiz|title=Video games and education: (Education in the Face of a 'Parallel School')|magazine=Computers in Entertainment |volume=1|issue=1|year=2003|page=1|doi=10.1145/950566.950583|url=https://www.researchgate.net/publication/220686511}}</ref> While specific video games have been used, other study-type games
===Comparison with a classroom model===
Video games have been found to be more engaging in a classroom environment; instead of providing information over an extended class period, games provide small amounts of information at relevant stages. Playing video games helps students with [[metacognition]]; strong metacognitive skills have been proven to help with developing academic skills and allows students to learn about their strengths and weaknesses as well as increase their academic performance.<ref>{{Cite journal|last1=de Aguilera|first1=Miguel|last2=Mendiz|first2=Alfonso|date=October 2003|title=Video Games and Education: (Education in the Face of a "Parallel School")|journal=Comput. Entertain.|volume=1|issue=1|pages=1:1–1:10|doi=10.1145/950566.950583|s2cid=2407786|issn=1544-3574}}</ref> Video games that are used as objects of study in classroom can enable students to be skilled rhetorical readers by exposing literature and language from different discourse communities and by encouraging students to practice reading the symbolic structure of inherently consumption-based video games.<ref name="Rutherford 2010 12">{{Cite journal|last=Rutherford|first=Kevin|date=2010|title=PLAYING/WRITING: CONNECTING VIDEO GAMES, LEARNING, AND COMPOSITION|url=https://etd.ohiolink.edu/!etd.send_file?accession=miami1281125116&disposition=inline|journal=Thesis|pages=12|via=etd.ohiolink.edu|access-date=2020-12-19|archive-date=2019-10-28|archive-url=https://web.archive.org/web/20191028053026/https://etd.ohiolink.edu/!etd.send_file%3Faccession%3Dmiami1281125116%26disposition%3Dinline|url-status=dead}}</ref> The use of video games in the classroom is a model that has been used for over a decade, regardless of it not being a widespread idea and procedure in every K-12 classroom.<ref>{{Cite web|title=Gaming as a teaching tool|url=https://penntoday.upenn.edu/news/gaming-teaching-tool|access-date=2020-11-30|website=Penn Today|date=6 May 2020 |language=en}}</ref>
===Use===
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Video games are inherently incentive-based systems with the player being rewarded for solving a problem or completing a mission, while meeting certain criteria.<ref name="autogenerated1"/> As a result, video games train a systematic way of thinking as well as an understanding for how different variables affect each other.<ref name="autogenerated1"/> Furthermore, video games can constantly and automatically assess the learner's ability at any given moment due to the software-based nature of the medium; modular education structures tend to deliver assessments in large chunks and present a relatively limited picture of student progress.<ref name="autogenerated1"/> Multiple research articles have suggested that this mode of learning can be more enjoyable and show positive outcomes on student motivation, finding game was equal or more effective than conventional instruction.<ref>{{Cite journal|last=Papastergiou|first=Marina|date=2009-11-01|title=Exploring the Potential of Computer and Video Games for Health and Physical Education: A Literature Review|url=https://www.researchgate.net/publication/223265798|journal=Computers & Education|volume=53|issue=3|pages=603–622|doi=10.1016/j.compedu.2009.04.001}}</ref>
Video games such as ''[[Minecraft]]'' and ''[[Portal (video game)|Portal]]'' have been suggested as platforms for teachers to experiment with their educational abilities. ''Minecraft'' is a [[sandbox game]] in which the user can create objects using the [[crafting (gaming)|crafting system]], while ''Portal'' is a [[physics game]]: the player uses the [[laws of physics]], such as [[gravity]] and [[inertia]], to advance through the game's series of test chambers. [[Critical thinking]] and problem solving are inherent in the latter game's design. Both ''Minecraft'' and ''Portal'' are adaptable to some learning environments; for instance, ''Minecraft'' has been used for young children while ''Portal'' has been used by high school physics teachers. ''Portal 2'' has also been used to develop cognitive skills in older undergraduate students, however.<ref>{{cite journal|author=Shute, Valerie J.|title=The power of play: The effects of Portal 2 and Lumosity on cognitive and noncognitive skills|journal=Computers & Education|volume=80|year=2015|pages=58–67|doi=10.1016/j.compedu.2014.08.013|s2cid=15876432 |display-authors=etal}}{{subscription required}}</ref> A 2017 study found that games including ''Portal 2'', ''[[Borderlands 2]]'', ''[[Gone Home]]'' and ''[[Papers, Please]]'' may be used to develop a range of skills in undergraduate students, such as communication, resourcefulness and adaptability.<ref>{{cite journal|author=Barr, Matthew|title=Video games can develop graduate skills in higher education students|journal=Computers & Education|volume=113|year=2017|pages=86–97|doi=10.1016/j.compedu.2017.05.016|doi-access=free}}{{open access}}</ref>
One study<ref>{{cite journal|author=Poli, Dorothybelle|title=Bringing Evolution to a Technological Generation: A Case Study with the Video Game SPORE|journal=American Biology Teacher|volume=74|issue=2|year=2012|pages=100–103|doi=10.1525/abt.2012.74.2.7|s2cid=84247429|display-authors=etal}}{{subscription required}}</ref> showed that using a video game as part of class discussions, as well as including timely and engaging exercises relating the game to class material, can improve student performance and engagement. Instructors assigned groups of students to play the video game ''[[Spore (2008 video game)|SPORE]]'' in a freshman undergraduate biology course on evolution. The group of students that was assigned to play SPORE and complete related exercises, in a total of five sessions throughout the semester, had average class scores about 4% higher than the non-gaming group. The game's inaccuracies helped to stimulate critical thinking in students; one student said it helped her understand "the fine parts of [[natural selection]], [[artificial selection]], [[survival of the fittest]], and [[genetic diversity]] because of the errors within the game. It was like a puzzle." However, because the game was accompanied by additional exercises and instructor attention, this study is not overwhelming evidence for the hypothesis that video games in isolation increase student engagement.{{Citation needed|date=January 2021}}
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Games similar in nature to [[Animal Crossing]] give the opportunity for its players to practice multiple life applicable skills such as time management, materialistic value, investing in payment plans, skill building, and more day to day neighborhood based activities. The value of the cutesy, animated, animal characters who each execute neighborliness in the video game foster a friendship value that primarily focuses on the social practices learned while playing the game. Players may experience an increase in comprehension, evaluation, and deliberate skills that are gained from playing this animated game that sends out messages about cultural, social, or political practices.<ref name="auto"/>
A research project involving positive use of video games is outlined in an article that focuses on studies that suggest there are health benefits to playing video games. This article<ref name=Gallagher/> presents information from studies from the [[University of Utah]], [[Deakin University]] in Melbourne, Australia, 2009's ''Annual Review of Cybertherapy and Telemedicine'', [[University of Washington]], Visual Development Lab of Ontario's [[McMaster University]], [[University of Rochester]] in New York, and [[North Carolina State University]]. The researchers from these universities found that video games are therapeutic for children with [[chronic illness]]es, can improve preschoolers' motor skills, reduce stress and depression, provide relief from pain, improve vision, improve decision-making skills, and maintain happiness in old age as well.<ref name=Gallagher>{{cite web|title=7 health benefits of playing video games|last=Gallagher|first=Danny|website=[[The Week]] |date=March 10, 2013|url=http://theweek.com/article/index/241121/7-health-benefits-of-playing-video-games}}</ref>
One study suggests that commercial video games can help players to improve in certain skills such as communication, resourcefulness, and adaptability. In this study undergraduate students were assigned at random to be in either an intervention or a control group. To measure adaptability, resourcefulness and communication, there were self-report instruments given to both groups.<ref>{{Cite journal|date=2018-03-01|title=Student attitudes to games-based skills development: Learning from video games in higher education|journal=Computers in Human Behavior|volume=80|pages=283–294|doi=10.1016/j.chb.2017.11.030|issn=0747-5632|last1=Barr|first1=Matthew|url=http://eprints.gla.ac.uk/151995/1/151995.pdf|doi-access=free|archive-url=https://web.archive.org/web/20180722085448/http://eprints.gla.ac.uk/151995/1/151995.pdf|archive-date=2018-07-22|url-status=live}}</ref>
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It is also important for students to be able to ask questions on topics they do not fully understand. A supervising teacher may be able to aid the student whereas the computer cannot provide answers to all questions posed. Using educational computer games also relies on the teacher having prior knowledge of how the game works and be somewhat computer literate.<ref>{{Cite web|url=https://sites.google.com/a/cortland.edu/researchproject2/disadvantages|title=Disadvantages - Games in Education|website=sites.google.com|access-date=2016-05-15}}</ref>
Regardless of the enthusiasm surrounding video games and learning, very few studies have come to a conclusive answer as to whether educational video games improve academic achievement and classroom performance.<ref>{{Cite journal|last1=Young|first1=Michael F.|last2=Slota|first2=Stephen|last3=Cutter|first3=Andrew B.|last4=Jalette|first4=Gerard|last5=Mullin|first5=Greg|last6=Lai|first6=Benedict|last7=Simeoni|first7=Zeus|last8=Tran|first8=Matthew|last9=Yukhymenko|first9=Mariya|date=2012-03-01|title=Our Princess Is in Another Castle A Review of Trends in Serious Gaming for Education|url=http://rer.sagepub.com/content/82/1/61|journal=Review of Educational Research|language=en|volume=82|issue=1|pages=61–89|doi=10.3102/0034654312436980|s2cid=7670198|issn=0034-6543}}</ref> Although individuals may develop game-specific abilities; these may not transfer into traditional academic skills required for learning.<ref>{{Cite journal|last=Duff|first=Simon|date=2015-03-01|editor=Fran C. Blumberg|title=Learning by Playing: Video Gaming in Education|url=http://plj.sagepub.com/content/14/1/77|journal=Psychology Learning & Teaching|language=en|volume=14|issue=1|pages=77–79|doi=10.1177/1475725714565261|s2cid=147055676|issn=1475-7257}}</ref> Only additional research could tell whether playing educational video games improves classroom behaviour and academic skills.
==Video clips==
* History - while "News is the first cut of history" is [[pack journalism|often]] a reality,<ref>{{cite magazine
|newspaper=[[The New York Times]]
|url=https://www.nytimes.com/1986/01/14/science/about-education-video-cassettes-bring-history-to-life.html
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[[Category:Educational video games| ]]
[[Category:Video game genres]]
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