When considering the use of video games in education, it is common to focus on the students and educators involved. Less well documented is how those responsible for producing video games view the educational potential of the medium. Do game developers think their games have the capacity to develop useful skills in players? Do they believe games present players with opportunities to learn something about the world? Might developers consciously include such opportunities in their games? To explore these questions, industry personnel responsible for the commercial titles used in the previously described study were interviewed, revealing that developers do see educational potential in the games they create. The potential they identify aligns with much of the research on game-based learning, including the study on which this book is based, and the theories put forth by James Paul Gee. Developers identified a range of skills that games may exercise, including critical thinking and collaboration, and highlighted the affordances of games that facilitate learning, such as the provision of a safe space in which to fail and develop confidence. It is equally apparent, however, that commercial game developers are reluctant to make claims about any such potential that cannot be verified.
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Barr, M. (2019). The Games Industry Perspective. In: Graduate Skills and Game-Based Learning. Digital Education and Learning. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-27786-4_7
Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-030-27785-7
Online ISBN: 978-3-030-27786-4