What happens in play, stays in play.

 


Two issues not yet satisfactorily addressed concerning games in education:

1.  Motivation.

Yes, games motivate play.  And, during that play, learning can and does take place.

The question is then what are the consequences of co-opting intrinsic (game/play) motivation to achieve extrinsic (educational) goals.

And, aside from the practical question of whether this (e. g., “stealth learning”) is effective, there are ethical questions:   To what extent do educational ends justify playful means?

2.  Representation.

Do games accurately represent the real world?

This is a less of matter of how learning takes place than a matter of what is being learned.

Do games and simulations function equivalently?  And, even if so, precisely what sort of territory is mapped by simulations/games — particularly digital simulations/games?