Abstract
Serious Games are promising tools for fostering learning and for transforming players’ behavior and perspectives on particular topics. But can serious games satisfy these high expectations on an educational, learning theoretical, and empirical level? This chapter investigates different learning levels in serious games and follows the question, how serious learning in serious games proceeds. Based on Gregory Bateson’s concept of learning, three essential learning processes in games are compared and examples of serious games are analyzed critically. The main focus hereby lies on transformative, deep and meaningful learning processes that have a serious impact on players’ perspectives. Furthermore the educational concept of transformative learning is applied to the field of serious games, and their potential and limits for game design and education are discussed.
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He distinguishes between zero-, proto- and deutero-learning (Bateson, 1972, pp. 248–287).
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Like professional educators and teachers designers of serious game designer should openly discuss their understanding of learning, the goals of their game design, and the instructional methods in use. So far only a few serious games offer a deeper insight in what their educational approach is.
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Although the transformational potential of Global Conflicts: Sweatshop appears limited, as the game focuses more on teaching debating skills and delivering information than on connecting to the players perspectives, more empirical data on players’ serious learning processes is needed. It should be mentioned that the game is intended to be supported by educators, who can download teaching materials for their pupils (cf. http://www.globalconflicts.eu).
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Games
Global Conflicts: Sweatshops (Serious Game Interactive/Global Conflicts, 2009)
Darfur is dying (mtvU, 2006)
Ayiti: the Cost of Life (Gamelab/Global Kids 4 Keeps)
Re-Mission (HopeLabe/Realtime Associates, 2004)
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Mitgutsch, K. (2011). Serious Learning in Serious Games. In: Ma, M., Oikonomou, A., Jain, L. (eds) Serious Games and Edutainment Applications. Springer, London. https://doi.org/10.1007/978-1-4471-2161-9_4
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