Understanding the Educational Values of Video Games from the Perspective of Situated Learning Theory and Game Theory

Abstract

The educational values of video games have been widely acknowledged and discussed, and a deep understanding of the learning process provides crucial theory basis for understanding video game. This paper tries to answer the question how video games can enhance learning based upon the situated learning theory and game theory. Legitimate peripheral participation is the core concept for situated learning theory, which illustrates that learning is unintentional and situated within authentic activity, context, and culture, and it is a process of participation in communities of practice in real context. Based upon the core idea of situated learning, the ideal learning environment should make students get engaged in the learning activities, provide the delicately designed learning contexts, and encourage students' active participation in the dynamic learning process. Correspondingly, James Paul Gee [1], in his book What Video Games Have to Teach Us about Learning and Literacy, proposed that the theory of learning in good video games is close to the best theories of learning in cognitive science and good theories of learning are embedded in the video games, which also fit with the modernity, high-technology development and globalization. People get deeply immersed when they play games. There are so many strengths in games that should be studied and utilized for learning purposes. What's more, educational games also help students to gain the knowledge and skills that are needed in the 21st century. This paper will make a comprehensive discussion upon the connection between situated learning theory and video games.