Games in Learning, Design, and Motivation

Games in education have been studied for the last 40 years (Abt, 1970; Egenfeldt-Nielson, 2007; Loftus & Loftus, 1983). These works and others discussed in this paper espouse the potential for game-based education to support students’ learning content as well as leadership and collaboration skills through imaginative, intriguing, and challenging play. Egenfeldt-Nielson (2011) noted that, while these claims are consistent over time, game-based learning has yet to be integrated into formal education. The research on games and education is vast but not conclusive, even though a number of journals and conferences are dedicated to the subject. In this research, games are termed serious games (Abt, 1970), video games (Gee, 2003), computer or digital games (Huang, 2012), and simulations (Bredemeier & Greenblat, 1981). One problem with games over the decades is the disconnect between game design and curricular goals. Likewise, the term “games” is all-encompassing and relates to situations in which an individual can play alone or with others, on a field (e.g., soccer or baseball), with a game board (e.g., Monopoly by Magie & Darrow in 1936), on a computer or not (e.g., Dungeons & Dragons by Gygax & Arneson in 1974, or Vampire, the Masquerade by Rein-Hagen in 1991), or with a game console (e.g., Wii, Xbox 360).