Educational video game: Difference between revisions

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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 web| title = Supporting Student Development With Role-Playing Games| work = Edutopia| access-date = 2024-04-25| url = https://www.edutopia.org/article/supporting-student-development-role-playing-games/}}</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}}<ref>{{Cite journal| issn = 00486906| volume = 50| issue = 1| pages = 52–59| last = Ciaramella| first = C. J.| title = The Radical Freedom of Dungeons & Dragons: Reason| journal = Reason| access-date = 2024-04-08| url = https://reason.com/2018/04/07/the-radical-freedom-of-dungeon/}}</ref>