Computer Games and Learning

In an earlier posting, I talked about a paper by Klopfer et al (2009). Their argument for new cognitive abilities cited a paper by Facer (2003) that I'll discuss in this blog entry.

Unfortunately the paper does not directly cite research articles, but instead refers to "research in educational psychology by, amongst others, Patricia Marks Greenfield". Greenfield is currently Distinguished Professor in Developmental Psychology at UCLA and has a long and impressive academic record. Her earlier work (Greenfield 1984) would have been pioneering in looking at video and computer games; her later work ranges over all forms of video and many uses of computers but does also look at computer games specifically (for example Subrahmanyam et al (1994)). I don't have the psychology background to look at this work in detail, so will have to accept the claims by Facer.

The article by Facer (2003) is an overview article, discussing various themes. Key is that "computer games seem to motivate young people in a way that formal education doesn't" (Facer 2003). Motivation is discussed, the fact that children play computer games because they are 'fun', a concept that Facer appears to struggle with. It is noted "Historically,  'having fun' and 'learning' have been seen to be diametrically opposed" (Facer 2003). I don't find this surprising, the easiest way to turn children off any activity is to call it "educational".

Communication, problem-solving and mathematical development are listed as hidden curriculum skills that are developed by computer games. The article describes how difficult it is to include content in computer games and has the quote "a focus on curriculum learning objectives may be lost as the user becomes involved with the game" (McFarlane et al, 2002). I would paraphrase this as computer games are fun, and have lots of hidden curriculum benefits, but don't expect the learning objectives to be paid much attention once players start playing games.

The article briefly looks at gender issues. It notes that there are two key areas: games mainly have 'male' world views, and social cultures come into play when looking at games. I think that there are now many 'non-male' games available now but gaming is still seen as a male activity. This is then a social culture issue. Many women just don't get the point of games or have more than enough other activities to stimulate or keep them busy without having to play games.


Facer, K. (2003) Computer games and Learning. FutureLab.

Greenfield, P. M. (1984). Mind and media: The effects of television, video games, and computers. Cambridge, MA: Harvard University Press.

Klopfer, E., Osterweil, S., Graff, J. and Haas, J. (2009) The Instructional Power of Digital Games Social Networking Simulations and How Teachers Can Leverage Them. The Education Arcade, Massachusetts Institute of Technology

McFarlane, A., Sparrowhawk, A. and Heald, Y. (2002) Report on the Educational Use of Games: an Exploration by TEEM of the Contribution Which Games Can Make to the Educational Process, Teem: Cambridge. www.teem.org.uk.

Subrahmanyam, K. & Greenfield, P. M. (1994). Effect of video game practice on spatial skills in girls and boys. Journal of Applied Developmental Psychology, 15, 13-32.