Serious Games: Myths and Misconceptions

The flat-world theory, which today seems ridiculous, was a long held belief for thousands of years. Others persist and continue today despite having been thoroughly discredited. Take the following example: we continue to refer to the Napoleon complex in reference to an inferiority complex driven by his perceived height handicap, when Napoleon was in fact above average height for his time at 5ft 6.5in. The point is that we hold beliefs, and sometimes misconceptions can limit our potential to see things differently or try new things. Today, I intend to bust the myth that serious games are only for entertaining digital natives during their leisurely activities.

The reticence to use serious games in training stems from a lack of understanding of its potential in education, something Jesse Schell refers to as illuderacy. Some perceive games only as something that is fun without understanding its potential as a valuable instructional strategy. In my previous entries, I discussed the power of serious games, and emphasized its applicability to all types of knowledge and learners. For those that aren’t yet convinced, here is a list of facts and statistics that may change your perception:

We all need to shift our mindset from seeing games as entertainment for the digital natives to a tool that can be used in training to teach higher order thinking in an enjoyable fashion. As demonstrated above, games are being enjoyed by learners from all generations, and therefore should not be perceived as a barrier. Learner-centered design should be at the forefront of the choice of instructional strategy, and that should be free of misconceptions on the preferences of the end-user.

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2 Responses to Serious Games: Myths and Misconceptions

  1. Pingback: Tweets that mention Serious Games: Myths and Misconceptions -- #seriousgames #seriousgaming #elearning #learning #training -- Topsy.com

  2. Avari says:

    I’m not eisaly impressed. . . but that’s impressing me! 🙂