In Obstacles, Opportunities & Openness. Moving Learning Games Forward Klopfer, Osterweil and Salen (2009) from MIT Scheller Teacher Education Programme tell us about the history of games for learning, at least until 2009, when thy wrote this article, and explain the design, technological and market factors that were a hindrance to the evolution of good learning games.
Popular in the 80s was a range from behaviorist drill and practice exercises (i.e. Math Blaster Davidson/Knowledge Adventure, 1987) to open-ended environments suitable for either exploration or construction (i.e. The Incredible Machine, Jeff Tunnell Productions, 1993). Continue reading
Prensky (2001, pp. 05-01) argues that computer and videogames are potentially the most engaging experiences, because they comprise of following elements:
1. Games are a form of fun. That gives us enjoyment and pleasure.
2. Games are form of play. That gives us intense and passionate involvement.
3. Games have rules. That gives us structure.
4. Games have goals. That gives us motivation.
5. Games are interactive. That gives us doing.
6. Games are adaptive. That gives us flow.
7. Games have outcomes and feedback. That gives us learning.
8. Games have win states. That gives us ego gratification.
9. Games have conflict/competition/challenge/opposition. That gives us adrenaline.
10. Games have problem solving. That sparks our creativity.
11. Games have interaction. That gives us social groups.