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Can Computer Games Motivate and Sustain Learning?

Can Computer Games Motivate and Sustain Learning?

Mabel C.P.O. Okojie
Copyright: © 2011 |Pages: 19
ISBN13: 9781609605698|ISBN10: 1609605691|EISBN13: 9781609605704
DOI: 10.4018/978-1-60960-569-8.ch017
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MLA

Okojie, Mabel C.P.O. "Can Computer Games Motivate and Sustain Learning?." Computer Games as Educational and Management Tools: Uses and Approaches, edited by Maria Manuela Cruz-Cunha, et al., IGI Global, 2011, pp. 280-298. https://doi.org/10.4018/978-1-60960-569-8.ch017

APA

Okojie, M. C. (2011). Can Computer Games Motivate and Sustain Learning?. In M. Cruz-Cunha, V. Varvalho, & P. Tavares (Eds.), Computer Games as Educational and Management Tools: Uses and Approaches (pp. 280-298). IGI Global. https://doi.org/10.4018/978-1-60960-569-8.ch017

Chicago

Okojie, Mabel C.P.O. "Can Computer Games Motivate and Sustain Learning?." In Computer Games as Educational and Management Tools: Uses and Approaches, edited by Maria Manuela Cruz-Cunha, Vitor Hugo Varvalho, and Paula Tavares, 280-298. Hershey, PA: IGI Global, 2011. https://doi.org/10.4018/978-1-60960-569-8.ch017

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Abstract

A critical examination of the use of computer games as motivation for learning is provided. The examination is addressed by reviewing evidence from the literature dealing with computer games as learning tools. Factors and difficulties associated with games as instructional strategies are discussed. Evidence from the literature indicates that current methods of applying computer games into instruction are not guided by pedagogical principles. It is recognized that the design of educational games be based on learning theories. The current practice of viewing educational games as separate entity from all other educative processes is detrimental to learning. Although, the results of scientific studies on game-based learning are inconclusive, nevertheless, the future of game-based learning is promising partly because games are generally engaging. The results of qualitative interviews reveal that the participants believe that computer games motivate them to have fun but not to learn. Thus, by implication may not sustain learning.

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