First, how can games and game-based learning be integrated for education in school and non-school settings?

Many approaches miss the mark, since they just slap on superficial gaming elements such as leaderboards or trophies to a learning software, leaving game-based learning’s actual potential untouched. School students quickly notice when they are being manipulated, and digital nudging or other techniques – like those used on social media – are trying to get them to do things that seem so unappealing that they require artificial motivation.

Three alternative approaches are much more promising:

• Serious games have a clear educational purpose above and beyond the entertainment aspect, whether this be imparting knowledge or the targeted development of specific competencies.
• Gamification makes the entire learning experience into a game, which creates an intrinsic motivation.
• Game-based learning with commercial games takes already established games and uses them to achieve educational goals.

The decisive factor in all cases is whether the use is thought out and instructionally embedded in a lesson plan or training program to allow sustained and deeper learning strategies to be developed.

What competencies are encouraged by current games, and what is their instructional quality?

Educational games develop their potential especially where complex skills are required, such as in civic education. Their distinctive strength is their ability to integrate multiple levels of engagement. Narrative elements establish emotional connection, interactive components facilitate active participation, and visual design makes abstract concepts tangible. This enhances cognitive abilities through problem solving and critical thinking, develops emotional competencies through perspective shifting and empathy, and fosters an intrinsic motivation to learn through its interactivity.

A game’s educational value is determined more by how well it aligns with a learning goal and how well it is integrated into a thought-out learning plan than by its type. A commercial strategy game can be just as beneficial under the right circumstances as a specially-developed serious game, as long as it is adequately embedded in the educational process and accompanied with methodology.

To what extent are Let’s Plays (the sharing of recorded and commentated personal gaming videos), video streams, and game-based learning creating lasting changes to the educational media landscape?

Social media is already increasingly perceived to be a learning and educational space for adolescents. Media use on platforms that were originally very game-based, especially among young men, is not recognized or researched nearly as much. These streaming and communication platforms are only now gaining importance in research. Streamers provide the potential to educate and facilitate discussion through their interactivity and real-time communication. The interactive formats and discussions that are part of digital games build up streamers’ authenticity as well as trust in them, which, as was seen during the U.S. election campaign, can mobilize entire groups of voters for a given candidate. This clearly shows that gaming media repertoires and practices have a deeper significance for educational processes. At the same time, it is evident that youth are strongly interested in gaming – primarily because they experience a sense of autonomy, competence, and connection.

What advice would you give teachers and educational institutions that want to integrate games into their teaching?

Before introducing digital games, teachers should understand the didactic principles at play behind an engaging gaming experience. For practical implementation, I suggest a multi-step, systematic approach:

1. Define concrete learning objectives. What exactly should learners achieve by playing the game?

2. Strategically select a suitable game type – not every game is suited for every learning goal.

3. Meaningfully integrate the game in a lesson plan – include preparation, implementation, and reflection.

4. Systematically evaluate the learning effect. Were the learning objectives achieved as desired?

Transparency towards learners is essential. Manipulative mechanisms, which are common in the commercial gaming world, have no place in the educational realm. Instead, teachers should communicate openly why they are using certain games and the educational goals they are pursuing.

At the same time, the systematic, ongoing training of teachers is indispensable – both in game mechanics as well as in media competency – so that these educational formats can be used professionally and responsibly.

Further information

[ZeMKI Lab “Media and Education”](https://zemki.uni-bremen.de/en/lab-medien-und-bildung/lab-media-and-education/