Learning by Design: Good Video Games as Learning Machines

By James Paul Gee. 2005

828 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/4673a47a4f6719e350196f4086a65d08f946df25

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Sociology and Political Science

Citations in the corpus

The maturing of gamification research (2017, background): “Much literature claims that games are about learning at their core (Gee, 2005; Isbister, Flanagan, & Hash, 2010), leading to the aforementioned focus of early gamification research on education.”
Origins of Serious Games (2011, positive): “Indeed, video games have been demonstrated to be useful in education (ELSPA, 2006; Gee, 2005, 2007; Klopfer, Osterweil, & Salen, 2009; Robertson, 2009; Shaffer, 2007), defence (Caspian Learning, 2008; Smith, 2009), healthcare (Lieberman, 2001; Robertson & Miller, 2008)… and so on.”
Games and Motivation to Learn Science: Personal Identity, Applicability, Relevance and Meaningfulness (2008, background): “Games present a medium in which students can be competent, autonomous, take risks without serious consequences (Gee, 2005), and develop cognitive flexibility in dealing with ill-structured and complex ideas (Spiro, Feltovich, Jacobson & Coulson, 1992).”
Investigating the impact of video games on high school students' engagement and learning about genetics (2009, methodology): “Many top scholars have reported on the potential of harnessing the popularity of video games (often called serious games or educational games) for engaging children and helping them learn difficult concepts (e.g. Gee, 2005; Prensky, 2001; Squire, 2002).”
Design thinking and the practicing teacher: addressing problems of practice in teacher education (2018, background): “Students are exposed to the requisite application of knowledge that designers must build and enact in order to create something (Gee, 2005).”