Editing Educational game (section)

===Theory===

According to Richard N. Van Eck, there are three main approaches to creating software that stimulates cognitive growth in the gamer. These three approaches are: building games from scratch created by educators and programmers; integrate [[commercial off-the-shelf]] (COTS); and creating games from scratch by the students. The most time- and cost-effective approach to designing these educational games is to incorporate COTS games into the classroom with the understanding of the [[learning]] outcomes the instructor has for the course.<ref>Van Eck, R. (2006). Digital game-based learning: It’s not just the digital natives who are restless… Educase Review, 41,2, 1-16.
</ref> This requires the teacher to buy into the positive results of using digital games for education. It also requires teachers to have adequate [[self-efficacy]] concerning the use of these games and their technology. The students usually have high amounts of self-efficacy in usage of digital games, while the lack of confidence teachers have in incorporating the digital games usually results in less effective educational use of the games. However, Gerber and Price (2013) have found that teachers' inexperience with digital games does not preclude them from the desire to incorporate them in class instruction, but districts must have in place support through regular professional development, supportive learning communities with their colleagues, and adequate financial support to implement game-based learning in their class instruction.<ref>Gerber, H. R. & Price, D. P. (2013): "[https://www.academia.edu/3113476/Fighting_baddies_and_collecting_bananas_Teachers_perceptions_of_game-based_literacy_learning Fighting baddies and collecting bananas: Teachers' perceptions of game-based learning]", Educational Media International.</ref>

Games often have a [[fantasy]] element that engages players in a learning activity through [[narrative]] or storylines. [[Educational video game]]s can motivate children and allow them to develop an awareness of consequentiality.<ref>[http://inkido.indiana.edu/research/onlinemanu/papers/QA_ETRD.pdf "Making Learning Fun: Quest Atlantis, A Game Without Guns"] {{webarchive|url=https://web.archive.org/web/20110930214854/http://inkido.indiana.edu/research/onlinemanu/papers/QA_ETRD.pdf |date=2011-09-30 }}  by Barab, Thomas, Dodge, Carteaux, Tuzun</ref> Children are allowed to express themselves as individuals while learning and engaging in social issues. Today's games are more [[social action|social]], with most teens playing games with others at least some of the time and can incorporate many aspects of civic and political life.<ref>[http://www.pewinternet.org/pdfs/PIP_Teens_Games_and_Civics_Report_FINAL.pdf "Teens, Video Games, and Civics"] {{webarchive|url=https://web.archive.org/web/20090306023013/http://www.pewinternet.org/pdfs/PIP_Teens_Games_and_Civics_Report_FINAL.pdf |date=2009-03-06 }} by Lenhart, Pew Internet Project</ref> In classrooms, social game-based learning platforms are increasing in popularity, as they purport to enable students to reinforce knowledge and develop social and leadership skills.<ref name="bainbridge"/>

The success of game-based learning (GBL) strategies owes to active participation and interaction being at the center of the experience, and signals that current educational methods are not engaging students enough.<ref>{{cite journal|last1=Green|first1=C. S.|last2=Bavelier|first2=D.|title=Learning, Attentional Control, and Action Video Games|journal=Current Biology|date=2012|volume=22|issue=6|pages=R197–R206|doi=10.1016/j.cub.2012.02.012|pmid=22440805|pmc=3461277|bibcode=2012CBio...22.R197G }}</ref> Experience with and affinity for games as learning tools is an increasingly universal characteristic among those entering higher education and the workforce.<ref>{{cite web |url=http://www.nmc.org/publications/2009-horizon-report |title='2009 Horizon Report' by The New Media Consortium and EDUCAUSE Learning Initiative |publisher=Nmc.org |access-date=2013-05-02 |url-status=dead |archive-url=https://web.archive.org/web/20110928054906/http://www.nmc.org/publications/2009-horizon-report |archive-date=2011-09-28 }}</ref> Game-based learning is an expansive category, ranging from simple paper-and-pencil games like word searches all the way up to complex, [[massively multiplayer online]] (MMO) and [[role-playing game]]s.<ref>{{cite web|url=http://wp.nmc.org/horizon-k12-2010/chapters/game-based-learning/ |title=2010 Horizon Report: The K12 Edition |publisher=Wp.nmc.org |date=2010-03-31 |access-date=2013-05-02}}</ref>  The use of collaborative game-based role-play for learning provides an opportunity
for learners to apply acquired knowledge and to experiment and get feedback in the form of consequences or rewards, thus getting the experiences in the "safe [[virtual world]]".<ref>[http://archive.teachfind.com/becta/emergingtechnologies.becta.org.uk/upload-dir/downloads/page_documents/research/emerging_technologies/game_based_learning.pdf "Game-based Learning or Game-based Teaching?"] by Paul Pivec</ref>

The built-in learning process of games is what makes a game enjoyable. The progress a player makes in a game is through learning. It is the process of the human mind grasping and coming to understand a new system. The progress of understanding a new concept through gaming makes an individual feel a sense of reward whether the game is considered entertainment (''[[Call of Duty]]'') or serious (FAA-approved [[flight simulator]]). Well-designed games that motivate players are what make them ideal learning environments.{{citation needed|date=September 2012}} Real-world challenges are easier faced within a game containing effective, interactive experiences that actively engage people in the learning process. In a successful game-based learning environment, choosing actions, experiencing consequences, and working toward goals allows players to make mistakes through experimentation in a risk-free environment.<ref name="bainbridge"/> Games have rules and structure and goals that inspire motivation. Games are interactive and provide outcomes and feedback. Most games also have problem solving situations that spark creativity.<ref>{{cite web|author=Shearer, James D. |url=http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1303865257 |title=Development of a Digital Game-based Learning Best Practices Checklist |publisher=Etd.ohiolink.edu |access-date=2013-05-02}}</ref>

Identification with the character within the video game is an important factor in the learning potential of the gamer. Some of the [[Electronic game|electronic games]] allow the gamer to create an avatar that is designed and “owned” by the gamer. This character is an expression of the human creating the virtual character.<ref name="bainbridge">{{cite journal|last1=Bainbridge|first1=W. S.|s2cid=1179233|title=The Scientific Research Potential of Virtual Worlds|journal=Science|date=2007|volume=317|issue=5837|pages=472–476|doi=10.1126/science.1146930|pmid=17656715|bibcode=2007Sci...317..472B |url=http://elartu.tntu.edu.ua/handle/lib/32876 |url-access=subscription}}</ref> This has opened a new set of scientific possibilities. The virtual world can be used as a laboratory. The relationships and space within the games can simulate complex societies and relationships without having to truly participate. This application of an avatar in not limited to simulation exercises.<ref>Kim, B., Park, H., & Baek, Y. (2009). Not just for fun, but serious strategies: Using meta-cognitive strategies in game-based learning. Computers and Education, 52, 800-810.</ref> According to Bainbridge, interviews and ethnographic research could be conducted within the reality of the game space.<ref name="bainbridge"/> This could include experiments in social psychology and cognitive science. The fact that game creators and gamers are wanting new experiences within the games, the introduction of “experiments” could increase the level of play and engagement.<ref name="bainbridge"/>