Why Games Work and the Science of Learning

Curtiss Murphy

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Educational Games and Gamification Digital Games and Media Visual and Cognitive Learning Processes

Abstract

In 2010, the Navy formally added the Damage Control Trainer (DCT) to the recruit training program at Great Lakes, Illinois. Despite the incredibly dense training schedule at the Navy's boot camp, the instructors were willing to set aside two hours of time for recruits to play a game. Why? Because it worked. Even with just one hour of play, research showed that recruits gained a 50-80% improvement in performance that transferred to Battle Stations 21 (B821), the Navy's capstone training event. This paper explores why games makes these kinds of results possible. It argues that the things that are known to improve learning are almost exactly the same reasons why games work: the time-honored laws of learning. It concludes that the traditional gulf between instructional design and game design is really an issue of perspective, rather than fundamentals.

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References

2000Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being.2011Flourish: a visionary new understanding of happiness and well-being 2000How people learn 2008The Art of Game Design 2004A Theory of Fun for Game Design 2011Five Key Ingredients for Improving Student Motivation 2004Got Game: How the Gamer Generation Is Reshaping Business Forever 1995Why We Do What We Do

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