Children that play a tablet game learn – but how?
The DiGRA 2015 articles are now up in the DiGRA library. This year I got one article in together with my fantastic master student Gunnar Bohné, on his study of pre-school children playing a very simple tablet game. The setup of the study is very much Gunnar’s work. He created a fun and engaging method of figuring out the children’s understanding of the game content – check it out!
The theoretical part is perhaps less exciting, or at least dissatisfying. We argue that existing models for game-based learning don’t match what the children do with this game. The issue is that the children play with the game; they don’t just play the game. They do actions that are inspired by but not included in the game. There is no model of game-based learning that captures this attitude towards games – as a play material. We argue that Ian Bogost’s basic framing of procedural rhetoric as entymeme, a rhetoric where the required player actions complete the games’ argument, comes the closest. But the game itself is not a good example of procedural rhetoric, as its procedural game challenge has almost nothing to do with the narrative, and it is the voluntary actions that the children add that extend, rather than complete, the game’s rhetoric.
The article can be found here.