Abstract
The use of games as tools for learning has been a paradigm of great interest for over fifty years. Several terms have emerged to describe disciplines that study and apply this paradigm. Many of these terms may be synonymous or have overlapping uses or have multiple definitions within different disciplines. The literature was surveyed for the definitions terms relating to this paradigm. Their working definitions and relationships are discussed. Through both a survey of the literature and a novel variant of sorting activity, the Item Definition Semantic Sort (IDSS). It is shown that individual item definitions do not semantically cluster together by corresponding term. This indicates both a lack of consensus on terms’ definitions, and of clarity between terms. The umbrella term Games in Learning (GiL) is coined to integrate the disciplines and products within this design paradigm. Games in Learning is defined, “Research and work involving the use of games, in whole or in part, as tools to improve motivation, engagement, and/or understanding in learning”. The rationale for the term is elaborated, and the major functional divisions found within.
Highlights
The topic of using games, and more recently, gameful experiences, as learning tools has been a subject of great interest to educators for decades
Sixteen terms used to describe research disciplines and applications are examined here: Digital Game-based Learning; Educational Games; Edugames; Edutainment Games; Game-assisted Learning; Game-based learning; Game-based Teaching and Learning; Gameful Design*; Games for Learning; Gamification*; Instructional Gaming; Learning Games; Persuasive Games; Serious Educational Games; Serious Games*; Simulation [&] Games (Terms denoted with an asterisk are used in noneducation applications)
Media Forms [37] discussed the relationships between several the disciplines mentioned in this paper and sought to recognize Simulation/Gaming as a discipline that included “...simulation, gaming, serious game, computer simulation, computerized simulation, modeling, agent-based modeling virtual reality, virtual world, experiential learning, game theory, role-play, case study, and debriefing.”
Summary
The topic of using games, and more recently, gameful experiences, as learning tools has been a subject of great interest to educators for decades. These sorts of shifts directly impede the concise and effective communication terms are designed to allow These semantic changes are frequently found when discussing the disciplines relating to the use of games in whole or part in learning contexts. This paper is a review synthesis of the numerous disciplines which examine and develop products which use games, in whole or in part, as tools to produce motivation and engagement in learning The definitions of these disciplines are examined comparatively using an item definition semantic sort (IDSS), a novel variant of card sorting, to expose the significant overlap and synonymy between them, and lack of consistency within individual terms’ definitions. Games in Learning (GiL) describes any and all works that use games, in whole or in part, as tools to improve motivation and engagement in learning The intent of this umbrella term will serve to aid in joining these disciplines into a transdisciplinary space.
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