Bad game, good learning; Examining the contradictions of digital game-based learning

Abstract

This paper aims to explore some of the inherent dichotomies between games and learning. This is not referring to the already thoroughly discussed challenge of merging learning content into appealing and engaging game design, but rather to a more fundamental question whether games, as a medium and as technological objects, are well suited to convey learning content. In order to anchor this discussion in something more concrete, the paper will describe a project in which a learning game was created, and describe some of the main development and design challenges encountered during the project. These challenges revealed a necessity of often going in directions directly opposed to what is considered to be good game design principles, as well as limitations in what type of messages the medium of digital games can efficiently convey. For example, clear goals and progression, feedback on actions, providing players with clear information, and empowering player agency, while often suitable in creating good games, are not suitable when representing complex issues in educational games. Based on these insights, the paper concludes with a broader discussion regarding the validity of some core tenets of game-based learning, and calls for a less instrument-focused and game-oriented way of creating and discussing games' relationship to learning and education.