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==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 were created specifically to aid students in studying for educational classes.<ref>{{Cite journal| doi = 10.1371/journal.pone.0283654| issn = 1932-6203| volume = 17| issue = 3| pages = 1–18| last1 = Martinez| first1 = Léa| last2 = Gimenes| first2 = Manuel| last3 = Lambert| first3 = Eric| title = Video games and board games: Effects of playing practice on cognition: PLoS ONE| journal = PLOS ONE| access-date = | date = 2023-03-27| doi-access = free| url = }}</ref>
===Comparison with a classroom model===
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