Learning in or with games?

Abstract

This conceptual chapter aims to clarify the theoretical underpinnings of game-based learning (GBL) and learning with digital learning games (DLGs). To do so, it analyzes learning of game-related skills and contents, which occurs constantly during playing conventional entertainment games, from three perspectives: learning theory, emotion theory, and motivation theory. It is assumed that by an analysis of the processes leading to implicit learning in conventional digital games, the underlying principles can be made explicit and subsequently used for designing DLGs effective for curricular learning. Theoretical approaches which are used in the analysis include behaviorism, cognitivism, and individual and social constructivism for the perspective of learning theory. For the perspective of emotion theory, research on learning-related effects of positive and negative emotion is used, and for the perspective of motivation theory constructs and approaches such as self-efficacy, locus of control, interest, and self-determination theory are drawn upon. All of these theoretical perspectives help to understand how players of conventional entertainment games acquire a wide range of skills and contents while playing, and why they do so with immense motivational and emotional involvement. The results of the theoretical analysis are subsequently used to deduct criteria and guidelines for designing and applying DLGs as powerful learning environments. Early experiences derived from the checklist’s application are reported and, in an outlook, related to the agenda of open access to formal and informal learning.