Intrinsic integration in learning games and virtual instruction
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Intrinsic integration in learning games and virtual instruction Candace Walkington1 Accepted: 9 November 2020 © Association for Educational Communications and Technology 2020
Abstract This paper responds to a 2016 systematic literature review of the research on learning games by Ke (Educ Technol Res Dev 64(2):219–244, 2016). The review paper unpacked the idea of intrinsic integration in learning games, analyzing important emergent themes. The key ideas and the value of this review are discussed in the context of the recent shift to virtual instruction. The limitations, impact, and future implications are also described, with the perspective of this response focused on education theory. Intrinsic integration is an important consideration when designers create the next generation of digital games, and as researchers try to untangle the affordances of different educational games for student learning. Keywords Learning games · Intrinsic integration · Educational games · Serious games
Key ideas The article Designing and integrating purposeful learning in game play: A systematic review by Fengfeng Ke reviewed 69 articles about learning games. The key idea guiding the review was intrinsic integration—the notion that in learning games, the content to be learned should be integral to the gameplay, games rules, and game actions. For example, in the algebra game From Here to There (Hulse et al. 2019) the key mechanic is game “gestures” players learn over time for manipulating algebraic equations. These game gestures were created based on previous research into the ways people actually think about and solve algebraic equations (Landy 2010). However, one could imagine a different educational game where students select multiple choice answers for equations appearing flashcards, and receive rewards and increasing problem difficulty. The latter case does not represent intrinsic integration, as the mathematics content could be swapped out for other content. When examining issues of intrinsic integration in learning games, Ke identified five themes: (1) the kind of content instruction the game is enacting, (2) the type of intrinsic integration (i.e., objects that embody concepts, simulations of systems that utilize concepts, * Candace Walkington [email protected] 1
Department of Teaching and Learning, Southern Methodist University, 6401 Airline Rd., Dallas, TX 75025, USA
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and rich contextualization of concepts), (3) whether learning is mapped to game mechanics, game worlds/narratives, or a blended space of both, (4) how learning moments are iteratively embedded in to game play, and (5) the kinds of learning support provided from scaffolds, prompts, and game structure. In this response, the implications of this scholarship when taking the perspective of educational theory are addressed. Issues of design, as theories lead to design decisions, are also integrated into the theory perspective.
Value Ke offers valuable insights on how to design and select effective learning games for use i
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