Will Games and Emerging Technologies Influence the Learning Landscape?

  • Deborah LaPointe
Part of the Lifelong Learning Book Series book series (LLLB, volume 12)

Read newspapers and professional educational journals, attend a national or state conference, or review the offerings of a university catalog, and you soon encounter statistics like 92 percent of children ages 2–17 play video and computer games (Beck & Wade, 2004); 60 percent of Americans play interactive games on a regular basis (Kirriemuir, 2002); 78 percent of American families have video game equipment in their homes (Simpson, 2005). You will also read that 78 percent of 18–29 year olds use the Internet in their daily lives (Ramaley & Zia, 2005), yet only 38 percent of college students report using the Internet in their classes (Ramaley & Zia, 2005). Outside the classroom, students are creating a new shared culture, showing us new ways to learn and communicate and make sense of physical and virtual identities and worlds. They are showing us that what happens in virtual worlds is often just as meaningful as what happens offline (Taylor, 2006). They work autonomously or with others—playing with others online who may protect and advise them or playing next to others who play the same game. They know where to obtain helpful resources. However, these mainly young gamers do not just play games and consult resources; they create game guides, answers to FAQs, maps, overviews, strategies, fanfic (fanfiction—stories about the gaming characters or settings written by game fans rather than by game creators), and character-planning guides. All of this adds up to a different kind of play and developmental environment, which influences a different developmental process and way of seeing the world and thinking than experienced by generations before.


Video Game Baby Boomer Game Design Online Game Representational Competence 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. ACT Department of Education and Training (2005). Emerging Technologies: A Framework for Thinking. (Final Report). Dulwich, South Australia. Retrieved March 22, 2006, from
  2. Alexander, B. (2004, September/October). Going nomadic: Mobile learning in higher education. [Electronic version]. EDUCAUSE Review, 39(5).Google Scholar
  3. Arquilla, J., & Ronfeldt, D. (2003, September 29). Swarming - The next new major warfighting doctrine? Aviation Week & Space Technology. Retrieved June 2, 2006, from
  4. Bateman, C., & Boon, R. (2006). 21st Century Game Design. Hingham, MA: Charles River Media.Google Scholar
  5. Beck, J. C., & Wade, M. (2004). Got game: How the gamer generation is reshaping business forever. Boston: Harvard Business School Press.Google Scholar
  6. Blast Theory (n.d.). I like Frank. Retrieved March 22, 2006, from
  7. Bonk, C. J., & Dennen, V. P. (2005). Massive multiplayer online gaming: A research framework for military training and education. (Technical Report 2005–1). Advanced Distributed Learning Initiative Readiness and Training, Office of the Under Secretary of Defense for Personnel and Readiness. Retrieved May 5, 2006, from http://www.adlnet. gov/downloads/downloadpage.aspx?ID = 100.
  8. Bownds, M. D. (1999). The biology of the mind: Origins and structures of mind, brain, and consciousness. Bethesda, MD: Fitzgerald Science Press.Google Scholar
  9. Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press.Google Scholar
  10. Castronova, E. (2005). Synthetic worlds: The business and culture of online games. Chicago: The University of Chicago Press.Google Scholar
  11. Chaplin, H., & Ruby, A. (2005). SMARTBOMB. New York: Workman Publishing.Google Scholar
  12. Churchland, P. S., & Sejnowski, T. J. (1999). The computational brain. Cambridge, MA: MIT Press.Google Scholar
  13. Downes, S. (2004, September/October). Educational blogging. EDUCAUSE Review, 39(5), 14–26.Google Scholar
  14. Driscoll, M. P. (1994). The psychology of learning for instruction. Boston: Allyn & Bacon.Google Scholar
  15. Garrison, D. R., & Archer, W. (2000). A transactional perspective on teaching and learning: A framework for adult and higher education. New York: Pergamon.Google Scholar
  16. Gee, J. P. (2003). What video games have to teach us about learning and literacy. New York: Palgrave Macmillan.Google Scholar
  17. Georgiev, T., Georgieva, E., & Smrikarov, A. (2004). M-learning: A new stage of e-learning. Paper presented at the 2006 International Conference on Computer Systems and Technologies. Retrieved August 1, 2006, from sIV/IV.14.pdf.
  18. Gredler, M. E. (1996). Educational games and simulations: A technology in search of a (research) paradigm. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology (pp. 521–540). New York: Simon & Schuster Macmillan.Google Scholar
  19. Green, S. C., & Bavelier, D. (2003). Action video game modifies visual selective attention. Nature, 423, 534–537.CrossRefGoogle Scholar
  20. Hall, M. (in this volume). Getting to know the feral learner. In J. Visser & M. Visser-Valfrey (Eds.), Learners in a changing learning landscape: Reflections from a dialogue on new roles and expectations (pp. 109–133). Dordrecht, The Netherlands: Springer.Google Scholar
  21. Halliday, M. A. K. (1993). Towards a language-based theory of learning. Linguistics and Education, 5, 93–116.CrossRefGoogle Scholar
  22. Hartman, J., Moskal, P., & Dziuban, C. (2005). Preparing the academy of today for the learner of tomorrow. In D. G. Oblinger & J. L. Oblinger (Eds.), Educating the net generation. Retrieved March 3, 2006, from
  23. Hayes, E. (2005). Women, video gaming and learning: Beyond stereotypes. TechTrends: Linking Research & Practice to Improve Learning, 49(5), 23–28.Google Scholar
  24. Herz, J. C., & Macedonia, M. R. (2002, April). Computer games and the military: Two views. Defense Horizons, 11. Retrieved May 3, 2004, from DH11/DH11.htm/.
  25. Hess, D. J. (1995). Science & Technology in a Multicultural World. New York: Columbia University Press.Google Scholar
  26. Higdon, J. (2006). Pedagogies of wikis. The Center for Scholarly Technology University of Southern California. Retrieved May 1, 2006, from
  27. Jochems, W., van Merriënboer, J., & Koper, R. (2004). An introduction to integrated e-learning. In W. Jochems, J. van merrienboer, & R. Koper (Eds.) Integrated e-learning: Implications for pedagogy, technology & organization (pp. 1–12). New York: RoutledgeFalmer.Google Scholar
  28. John-Steiner, V. (1997). Notebooks of the mind: Explorations of thinking, revised edition. New York: Oxford University Press.Google Scholar
  29. Jones, S. (2003). Let the games begin: Gaming technology and entertainment among college students. Washington, DC: Pew Internet & American Life Project.Google Scholar
  30. Keen, A. (2007). The cult of the amateur. New York: Doubleday.Google Scholar
  31. Kirriemuir, J. (2002, February). Video gaming, education and digital learning technologies. D-Lib, 8(2). Retrieved April 10, 2006, from kirriemuir/02kirriemuir.html.
  32. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
  33. Koster, R. (2005). A theory of fun for game design. Scottsdale, AZ: Paraglyph Press.Google Scholar
  34. Levi-Strauss, C. (1968). The savage mind (nature of human society). Chicago: University of Chicago Press.Google Scholar
  35. Meighan, R. (1996). The implications of home-based education effectiveness research for open schooling. In T. Evans & D. Nation, (Eds.) Opening education: Policies and practices from open and distance education (pp. 48–62). New York: Routledge.Google Scholar
  36. Merrill, M. D. (in this volume). Why basic principles of instruction must be present in the learning landscape, whatever form it takes, for learning to be effective, efficient and engaging. In J. Visser & M. Visser-Valfrey (Eds.), Learners in a changing learning landscape: Reflections from a dialogue on new roles and expectations (pp. 267–275). Dordrecht, The Netherlands: Springer.Google Scholar
  37. National Research Council (2004). Engaging schools: Fostering high school students’ motivation to learn. Washington, DC: National Academy Press. Retrieved April 10, 2006, from
  38. Nisbett, R. E. (2003). The geography of thought: How Asians and Westerners think differently … and why. New York: Simon & Schuster.Google Scholar
  39. Prensky, M. (2001, October). Digital natives, digital immigrants, Part I. On the Horizon, 9(5). Retrieved July 4, 2006, from
  40. Prensky, M. (2006). Don’t bother me, mom—I’m learning. St. Paul, MN: Paragon House.Google Scholar
  41. Quinn, C. N. (2005). Engaging learning. San Francisco: Pfeiffer.Google Scholar
  42. Ramaley, J., & Zia, L. (2005). The real versus the possible: Closing the gaps in engagement and learning. In D. G. Oblinger & J. L. Oblinger (Eds.), Educating the net generation. Retrieved March 3, 2006, from
  43. Rawe, J. (2006, July 3). How safe is MySpace? Time, 168, 35–36.Google Scholar
  44. Rheingold, H. (2002). Smart mobs: The next social revolution. Cambridge, MA: Perseus Books Group.Google Scholar
  45. Richardson, W. (2006). Blogs, wikis, podcasts, and other powerful web tools for classrooms. Thousand Oaks, CA: Corwin Press.Google Scholar
  46. Roschelle, J. (2004). Keynote paper: Unlocking the learning value of wireless mobile devices. Journal of Computer Assisted Learning, 19, 26–272.Google Scholar
  47. Rushkoff, D. (1996). Playing the future: How kids’ culture can teach us to thrive in an age of chaos. New York: HarperCollins.Google Scholar
  48. Salomon, G. (1977). A cognitive approach to media. In J. Ackerman & L. Lipsitz (Eds.), Instructional television: Status & directions (pp. 99–120). Englewood Cliffs, NJ: Educational Technology Publications.Google Scholar
  49. Schiesel, S. (2006, May 7). Welcome to the new dollhouse. The New York Times, Arts & Leisure, 1, 10.Google Scholar
  50. Simpson, E. S. (2005). What teachers need to know about the video game generation. Tech Trends, 49(5), 17–22.CrossRefGoogle Scholar
  51. Snider, M. (2002, May 23). Where movies end, games begin. USA Today. Retrieved May 14, 2002, from
  52. Steinkuehler, C. A. (2003). Massively multiplayer online videogames as a constellation of literacy practices. Paper presented at the International Conference on Literacy, Ghent, Belgium. Retrieved May 13, 2006, from
  53. Sternstein, A. (2005, April 4). Wiki means fast: Online collaborative sites open to everyone enable the sharing of ideas. Federal computer week. Retrieved May 1, 2006, from–04–04–05-Print.
  54. Tapscott, D. (1998). Growing up digital: The rise of the net generation. San Francisco: McGraw-Hill.Google Scholar
  55. Taylor, T. L. (2006). Play between the worlds: Exploring online game culture. Cambridge, MA: MIT Press.Google Scholar
  56. Thompson, C. (2006, July 23). Saving the world, one video game at a time. The New York Times, 1, 28.Google Scholar
  57. Vaknin, S. (2002, February 2). TrendSiters: Games people play. Electronic Book Web. Retrieved May 13, 2004, from$1405.
  58. Vygotsky, L. (2000). The problem and the approach. In A. Kozulin (Ed.). Thought and language (pp. 1–11). Cambridge, MA: MIT Press.Google Scholar
  59. Warlick, D. F. (2005). Raw materials for the mind: Information, technology, and teaching & learning in the twenty-first century (4th ed.). Raleigh, NC: The Landmark Project.Google Scholar
  60. Wells, G., & Claxton, G. (2002). Introduction: Sociocultural perspectives on the future of education. In G. Wells & G. Claxton (Eds.), Learning for life in the 21st century (pp. 1–18). Malden, MA: Blackwell.CrossRefGoogle Scholar
  61. Williams, A. (2006, July 16). The graying of the record store. The New York Times, Section 9, 1, 8.Google Scholar
  62. Zull, J. E. (2002). The art of changing the brain: Exploring the practice of teaching by exploring the biology of learning. Sterling, VA: Stylus Publishing, LLC.Google Scholar
  63. Zurita, G., & Nussbaum, M. (2004). A constructivist mobile learning environment supported by a wireless handheld environment. Journal of Computer Assisted Learning, 20, 235–243.CrossRefGoogle Scholar

Copyright information

© Springer Science + Business Media B.V 2008

Authors and Affiliations

  • Deborah LaPointe
    • 1
  1. 1.University of New MexicoMexico

Personalised recommendations