Playing computer games as a learning process

Such components of usual game training as repetitions, mistakes as well as some kind of research are not similar to usual training and therefore are fraught with rejection from pupils. It is also possible that they do not want to play just because it is a learning process.

And the education system usually has examination procedures and criteria, which is absent in games. It was noted that those games that are tied to the schedule and have the usual standards and training procedures are more popular than the rest.

Teachers’ expectations that the games will greatly simplify their work are not justified because, in the end, they get even more workload. Those games that are specifically used in formal education very often become one of the favorite activities of adults or are used in informal learning, and not for their intended purpose. In other words, although games have great learning potential, the situation with their use in formal learning leaves much to be desired. When compared to playing in an online casino for adults, it is absolutely private. A huge advantage of the gambling establishment is the ability to play 918kiss game while remaining incognito. Usually, the gaming portal is interested in the fact that every user has the opportunity to escape from everyday chores and relax with the help of high-quality slot machines while receiving a lot of fun and positive emotions.

Game models

Several models have been developed that describe it. The Games for Learning Institute (G4LI) version has three main criteria: compliance with learning objectives, usability, and technical applicability, and full integration of learning and game objectives.

According to the model of Relevance, Transfer, Adaptation, Immersion, Naturalization (RETAIN), several aspects are distinguished:

– Consistency, namely the need to submit academic content in accordance with and in connection with the player’s style, game plot, etc.

– Relevance is the responsibility of materials based on existing knowledge and skills to the needs of students.

– Portability, which is based on the experience available to the player in other areas, as well as the applicability in real life of the knowledge gained.

– Adaptation – change in behavior as a result of the transfer.

– Immersion-intellectual involvement in the game process.

– Exercise-the naturalness of the skills acquired in the game and their spontaneous application in life. Proposed in 2004, the 4-dimensional model (Sara de Freitas, Martin Oliver) includes a structure of elements that are interconnected. This model describes the process of choosing the right software implementation and content in accordance with the training context.

4 aspects of this model are:

– Characteristics of students-both individual and group ones, their learning style, as well as the knowledge gained, which determines the choice of teaching methods according to certain needs.

– The context where learning takes place, from a global economic and political factors to the qualifications of the tutor and the cost of the license. Pedagogical principles which are learning models that are necessary for the preparation of training plans.

– Mode of presentation, which includes a level of immersion, interactivity, frequency, and reflection of the game process.

– In addition, an equally important issue is the ratio of game, pedagogical, as well as real components in serious games.
Some scientists argue that the attributes of serious play are pedagogy, low resource saturation, step-by-step comprehension, harmony, experience, uncertainty, exploration, game elements, attributes, interactivity, flow, engagement, learning goals, customers, target groups, organization, reality, and challenge.

Such science as pedagogy proclaims the need for reflection, and in fact, the game, ideally, encourages it. The best results are brought by learning in action, which means that students should not just read the text, but experience the learning process. The low level of saturation of resources proclaims getting students exactly the amount of information that they need for independent reasoning. Finally, the learning process should be step-by-step and consistent.

Regarding the structure of the game, its world should be integral, coherent, and harmonious. It must have an element of randomness and uncertainty, which makes it even more exciting. The game should be an interactive process, and its decisions should have consequences. Actions in the game are required to hold the attention of the player and have feedback.

The process of the game should be continuous and coherent, all tasks-fundamentally feasible. And with regard to the elements of reality, they depend on the context. The point is to define the learning objectives so precisely that they are clear to the player. The game challenge implies that without an absolute study of all tasks, the game process will stop.

The player is most likely interested in this, and the game truthfully reflects their living conditions. Finally, it should be noted that all serious games have great learning potential. They can be widely used as part of the training. However, the effectiveness of their use depends directly on both players and teachers. To date, there is every reason to assume that in the future, there will be an effective methodology for the use of games in the learning process. And they will be developed in accordance with the new requirements of the educational community.