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This article discusses general aspects of the usage of computer game software in schools, especially game play software, to help learners achieve their goal. It pays particular reference to their motivation.
Games are played not just to win or to achieve a goal. General aspects of computer game play can be competitive, co-operative or individualistic and arouse learners’ intrinsic motivations. This type of motivation to play is “the challenge, fantasy, curiosity and control that games afford. It is this adaptive interactivity that makes games attractive.” Table 2 highlights features that contribute to motivation.
These features give the play environment at hand “an important role in psychological, social and intellectual development, and computer games may offer opportunities that complement real play.” While the learners are playing, they will learn to understand why rules are necessary and what rules are sensible. Games allow the player to act “in role”.
However, some disadvantages of game software should be taken into consideration for “Games are not universally well designed and are subject to the generic software problems of a confusing interface, insufficient feedback for the user and illogical rules or constraints within the game.” At worst, there might be an extreme case where players transfer their game skills in shooting, physical violence and vicious destruction to their everyday lives.

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June 6, 2005
Summary of BeCTa's report
regarding its Computer games in Education Project What aspects of games may contribute to education?
This article discusses general aspects of the usage of computer game software in schools, especially game play software, to help learners achieve their goal. It pays particular reference to their motivation.
Games are played not just to win or to achieve a goal. General aspects of computer game play can be competitive, co-operative or individualistic and ar...

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