What do we know from research on:

Key points• Qualitative & quantitative evidence shows that in particular cases

video games compared to traditional teaching methods, can be more successful in strengthening students’ knowledge, skills & attitudes towards the topic taught.

• Digital games provide a meaningful and engaging context, especially for students who are not motivated in traditional settings (see slide 3).

• They can be more practical & efficient in certain situations & allow for collaborative learning & development of various skills & knowledge, especially when students create them (see slides 4, 5, 6 & 7).

• However, they cannot replace teachers, and are only useful as support tools in certain situations & need to be combined with relevant pedagogies (see slide 8).

Why are digital games engaging?

Digital games can be more practical & efficient teaching tools in some cases, including where:

Learning through trial & error

Unlike paper-and-pen methods, the electronic format of digital games enables students to repeat tasks indefinitely,

so that they can learn from their mistakes through a process of trial and error.

Digital games are more conducive to user-centred & collaborative learning

Students are in the pilot seat & at the heart of the activity, while teachers become fellow collaborators. Games-Based

Learning settings promote interaction within & between teams & allow for ‘wall-less classrooms’ emulating authentic technology supported collaborative working environments.

Learning by creating a digital game

Getting students to create a digital game has various learning benefits:

• Improvement of students’ literacy skills, digital skills, writing skills, and knowledge of the topic

• Digital literacies are promoted by requiring students to combine different information sources (e.g. text, video, graphics etc.)

• Students need to review the learning material/content thoroughly before integrating it into the game

• Improves memory retention, editing skills & knowledge of concepts

• Is engaging because students are involved in an authentic activity where knowledge is contextualized

Digital games are not standalone learning solutions & need to be combined with relevant pedagogies

• Digital games can be used in specific circumstances to increase learning outcomes compared to other media or teaching methods (e.g. text books or web-based learning).

• BUT they cannot replace teachers whose support & guidance is crucial for their successful integration.

• Digital games are more effective when they are incorporated within instructional programmes that include briefing & debriefing.

Further information

For a reference list and full discussion of all academic articles and policy papers used as a basis for this visual presentation, please consult the ‘in depth’ answer associated to this question.

For a summarized text version of the above mentioned ‘in depth’ answer, please consult the ‘in short’ answer associated to this question.