Can Games Support Learning? What the Research Says
Of course! (Right?)
Games are incredibly engaging, so it may appear to be a great idea to use games for teaching. So why wouldn't a well-designed game deliver better learning outcomes than a lecture?
The research says: sometimes it does. But there's a crucial element that separates the games that actually improve learning from the ones that just feel fun.
Yes, Games Help - But Not Always and Not Without Careful Intention
Intuitively, it seems obvious that games support learning. They're engaging, and many students (and adults) spend hours playing them each week. However, the research paints a more nuanced picture. While there is evidence that games can genuinely support cognitive learning in early childhood education and adult workforce training, the results are less consistent in higher education.
Studies consistently show that students report stronger learning experiences with games than with traditional instruction (Dankbaar, 2016), but objective testing doesn't always support that perception. In fact, research suggests that games tend to be less effective in higher education than in K-12 settings.
Wait! Don't go! There's an important caveat: games work much better when designed around real-world problem scenarios and systems thinking. Games that force students to wrestle with complex, interconnected issues show real results in developing the kind of thinking they'll need in their careers.
Understanding What Games Are Great At
Well-designed games excel at getting students actively engaged and thinking. But engagement alone doesn't guarantee learning.
A game can capture students' attention without leading to meaningful or lasting understanding. The difference lies not in whether games work, but in how they are designed and implemented.
The Design Problem (And Why It Matters)
How do we separate games that teach from games that simply entertain?
Research shows that not all game features improve learning. This means you can't just sprinkle gaming mechanics into your course and expect better student outcomes. Effective game design must be intentional, aligning both with the learning content and the needs of the learners (von Gillern & Alaswad, 2016).
Studies in medical education found that realistic, interactive games improved complex cognitive skills for experienced residents, but the same game offered no advantage over traditional instruction for novices. The same game produced different outcomes depending on learner expertise.
The takeaway is that game design can't be separated from pedagogy. Start with your learning goals, then choose game mechanics that support them - not the other way around.
How to Make Games Work for Your Course
If you are considering adding games to your teaching, here's how to think about it:
Content over gameplay. What do your students absolutely need to retain? What will they need to do with that knowledge? Keep the focus on what the students should and design around that content.
Your game mechanics should force your students to think about the essential content. Interactive elements that direct attention to essential content and encourage active mental engagement have stronger learning outcomes. This means that the game cannot simply hand students answers. The game needs to make your students make decisions, face consequences, and adjust their thinking based on actual content knowledge.
Use realistic scenarios. Games that strip away this complexity, by reducing everything to isolated facts or simple mechanics, don’t work for college learners. The scenarios need to demand systems thinking, not just content recall. Games work better when they mimic contexts where students will actually apply what they're learning.
Pair games with instruction, not as a replacement for it. Games shouldn't be a standalone solution and work best when students have some foundational understanding. The game should be used to allow students to build on that understanding with practice and feedback tied to the concepts you've taught.
The Bottom Line
Can games support learning? Yes, but not on their own and not without some intention and careful design. Your game should align with learning goals.
If you're adding games to your course, invest the time in asking hard questions: What specifically do students need to learn? How will your game encourage them to engage with that content? How will you assess whether it actually worked? That's the difference between games that students enjoy and games that help students learn.
Resources
- Lameras, P., Arnab, S., Dunwell, I., Stewart, C., Clarke, S. and Petridis, P. (2017), Essential features of serious games design in higher education: Linking learning attributes to game mechanics. Br J Educ Technol, 48: 972-994. https://doi-org.proxy.libraries.rutgers.edu/10.1111/bjet.12467
- von Gillern, S., & Alaswad, Z. (2016). Games and Game-based Learning in Instructional Design. The International Journal of Technologies in Learning, 23(4), 1–7. https://doi.org/10.18848/2327-0144/CGP/v23i04/1-7
- Dankbaar, M. E. W. (2016). Serious games and blended learning; effects on performance and motivation in medical education. Perspectives on Medical Education, 6, 58-60. https://doi.org/10.1007/s40037-016-0320-2
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