Triggered to Thinking

Can video games help children—or even adults—learn? This is an interesting question because I work as an educator and have seen children learn from technology. At the same time, I have also seen students become distracted by it. I have learned from video games myself, and I would like to explore this topic. This post is a combination of personal anecdotes related to video games and education, along with a brief exploration of some of the scholarship on game-based learning.

I remember playing Mario Is Missing! as a kid. Many people remember it as one of the stranger games in the Mario universe. It was never as popular as the main Mario titles, but it did have educational potential. I learned about famous landmarks such as the Eiffel Tower, the Leaning Tower of Pisa, the Golden Gate Bridge, and the Sydney Opera House. The game was not as entertaining to me as other Mario games, but it introduced me to famous landmarks from around the world and helped me become familiar with their locations and cultural significance. Looking back, I appreciate that the game attempted to introduce younger players to world geography and famous landmarks.

In a similar fashion, I played Age of Empires. This strategy game allowed players to recruit armies, build cities, gather resources, and play through historical campaigns. I was introduced to historical figures such as Joan of Arc, Saladin, and Genghis Khan through this game. While some historians and critics have noted that portions of the game’s campaigns simplify or alter historical events for gameplay purposes, the game still serves an important purpose by introducing players to historical themes, figures, and civilizations (Orland, 2019). Children and adults alike may become interested in learning more about history after first encountering these topics through Age of Empires.

Educational researcher James Paul Gee presents several arguments for why games can be valuable learning tools in his work Games for Learning. He writes, “In fact, the theory behind game-based learning is not really new, but a traditional and well-tested approach to deep and effective learning, often instantiated in the best problem-based and project-based learning” (Gee, 2008). I have seen and utilized many of these concepts as a teacher across different grade levels. Many of the ideas found in games can be applied to project-based learning and to making learning feel more like play. Students do not always learn best through memorization or rote repetition. Explaining why games can be effective, Gee also notes that “They give players good tools with which to solve the problems (including other players in multiplayer gaming and facts and information as tools)” (Gee, 2008).

One example that comes to mind is the RPG Wild Arms. Although the series was never as popular as Final Fantasy, it included many memorable dungeon puzzles. Players often had to move blocks in specific patterns, activate switches, use timing, and solve environmental puzzles in order to progress through dungeons. Personally, I think these kinds of puzzles can encourage logical thinking, pattern recognition, and problem-solving. If these concepts were adapted into collaborative classroom activities, they could even promote teamwork and communication.

Greg Toppo presents several case studies illustrating how video games can support learning in his book The Game Believes in You. One example is Stride & Prejudice, an endless runner game created by Carla Engelbrecht Fisher, a New York game designer with a Ph.D. from Columbia University’s Teachers College (Toppo, 2015). In an interview with Slate, Fisher explained, “Gamers who would never think to read Jane Austen have told me they’re now reading the book, some entirely within the game” (Parkin, 2013). The game resembles classic side-scrolling games such as Super Mario Bros. while simultaneously encouraging players to engage with one of the best-known novels in English literature. If a game can motivate someone to read Jane Austen who otherwise never would have, that represents a fascinating intersection between literature and gaming.

The growing interest in educational games is reflected in academic research as well. As Richard E. Ferdig (2023) notes, there has been “a tremendous, recent growth in the number of conferences, journals, grants, and even government agencies interested in the topic of educational video games” (p. 317). One reason for this growth is that researchers have increasingly explored the relationship between video games and learning.

I have seen some of these ideas in my own classroom. Digital platforms such as Kahoot! and Blooket use game-like elements to increase student engagement. Teachers can design review games and quizzes that help students practice concepts while also giving educators valuable information about what students understand and where additional instruction may be needed.

Research also suggests that educational games are most effective when paired with good teaching rather than used as a replacement for it. Ferdig (2023) summarizes a major review conducted by Young and colleagues (2012), which found that video games can positively support learning when they are integrated thoughtfully into classroom instruction. I think Age of Empires illustrates this point well. A history teacher could use portions of the game to introduce a historical period while also explaining where the game simplifies, changes, or invents certain events for gameplay purposes. In that sense, the game becomes a starting point for deeper historical discussion rather than the final authority.

Video games may not always be useful or educational. I also think there needs to be careful planning, and they can never replace solid teaching. However, I believe gaming can be an effective tool for teaching students concepts, ideas, and skills they otherwise may not have been interested in.

Works Cited

Age of Empires. (1997). [Video game]. Ensemble Studios.

Ferdig, R. E. (2023). Video games and education. In M. J. P. Wolf & B. Perron (Eds.), The Routledge companion to video game studies (2nd ed., pp. 317–323). Routledge.

Gee, J. P. (2008). Games for learning. eLearn, 2008(1). https://doi.org/10.1145/1324961.1324964

Mario Is Missing!. (1992). [Video game]. The Software Toolworks.

Orland, K. (2019, June 11). “The least-worst idea we had”: The creation of the Age of Empires empire. Ars Technica. https://arstechnica.com/gaming/2019/06/the-least-worst-idea-we-had-the-creation-of-the-age-of-empires-empire/

Parkin, S. (2013, November 26). Stride & Prejudice: Can an endless runner game make me want to read Jane Austen? Slate. https://slate.com/technology/2013/11/stride-prejudice-can-an-endless-runner-game-make-me-want-to-read-jane-austen.html

Toppo, G. (2015). The game believes in you: How digital play can make our kids smarter. St. Martin’s Press.

Young, M. F., Slota, S., Cutter, A. B., Jalette, G., Mullin, G., Lai, B., Simeoni, Z., Tran, M., & Yukhymenko, M. (2012). Our princess is in another castle: A review of trends in serious gaming for education. Review of Educational Research, 82(1), 61–89. https://doi.org/10.3102/0034654312436980