Learning games

Games have been used for learning for as far back as we can remember. Since the 1970s, research has proven that games have a strong impact, especially when used in the right way.  It is also evident that games engage and motivate players far more than most other forms of learning.

Research highlights that through active participation and a systematic approach to knowledge, games have a number of benefits that lead to increased retention and better knowledge transfer. This means that when participants actively use knowledge in a game, they remember it better, and it’s easier for them to transfer it to their own practice afterwards.

Learning games are especially effective in learning situations, where you want to introduce a shared base foundation or process that an organisation needs to engage with and take in. The game creates a shared magic circle where a system or a process can be explored, examined, expanded and discussed.

  • Engage and involve participants

  • In a social and interactive shared learning process

  • To actively put knowledge in play

  • In a safe space to explore, discuss and learn

  • And gain new knowledge and insight about a specific area

Sources:

Bredemeier, M. E., & Greenblat, C. S. (1981). The educational effectiveness of simulation games: A synthesis of findings. Simulation & Games, 12(3), 307-331.

Randel, J. M., Morris, B. A., Wetzel, C. D., & Whitehill, B. V. (1992). The Effectiveness of Games for Educational Purposes: A Review of Recent Research. Simulation & Gaming, 23(3), 261-276.

Wentworth, D. R., & Lewis, D. R. (1973). A review of research on instructional games and simulations in social studies education. Social Education, 37, 432-440.

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