Game-based learning as play with purpose

 I believe that to use play with purpose as games as learning environments, there isn't a single theory or perspective that applies all the answers. In the recent book chapter, Reconciling Approaches: Informing Game Sense Pedagogy with a Constraints-Led Perspective (available here) I explain how the approaches share common language describing similar pedagogy/teaching styles, and how both the Game Sense approach pedagogy of purposeful game modification and the more recent constraints-led approach with a perspective on pedagogy of deliberate activity design through constraints management share the same idea of manipulating relevant determining factors, so that representative practice ensues to guide player game development. From a Spectrum of Teaching Styles lens, Brendan SueSee and I have analysed game-based practice as the Game Sense approach (see here) and constraints-led approach (see here) as a cluster of teaching styles and not a (singular) teaching/coaching style.

In motor learning, skill acquisition, sport coaching, coaching pedagogy literature game-based learning has become a genre complicated by theoretical advocacy of a perspective that is the way to explain games as learning environments. However, many theories are necessary to explain aspects of games that contribute to them as learning environments. To understand the potential of games for player learning I argue a pragmatic approach to theoretical positions is necessary with specific emphasis depending upon the intention or the design of the game. I adopt the position that game-based learning (and therefore, game-based teaching or sport coaching) is a type of game play with defined learning intentions and a corollary of this, is then defined player learning outcomes.

Games are advocated as effective learning environments based on a number of arguments:

- motivation: games provide a sense of pleasure or enjoyment 

- engagement: games are interactive

- adaptivity: games are customisable to the players

- 'graceful failure': players participate with the possibility of 'failure' an anticipated consequence

Games as learning environment require a teacher or sport coach to use behavioural, cognitive, constructivist, and ecological elements and often a combination of them in the design or deliberate modification of conditions/constraints. For example, the cricket practice game 'Beat the V' can be explained from a behavourist perspective as decreasing the complexity of the game by defining where the ball can be played and therefore the 'type' of shot to be played. When the game is selected to match the challenge point of the player, it can be explained from a constructivist perspective as enabling the player through deliberate practice conditions to learn within their zone of proximal development. The game may also be explained from an ecological perspective as task, performer and environmental constraints selection. Regardless of the theoretical perspective, the game of "Beat the V" contains 'playfulness' and 'realism' as it is representative of the game of cricket.

To avoid a verses perspective on theories for game based learning for PE teaching and sport coaching, a few of us have been suggesting a re-examination of The Spectrum of Teaching Styles because of the potential of The Spectrum to provide insights on the micro-pedagogy of the practice of games teaching/coaching (for example, see here and a past blog here). Regardless of theoretical perspective adopted, I see the common concern of those advocating game-based 'representative' practice is the quality of the player learning experience.

In a previous post here I explained a connection to one of the theories in the collection of theories that make up an ecological dynamics perspective on skill learning, affordance theory, and the Game Sense pedagogy of game modification. However, those familiar with my work will know that I suggest game-based learning as play with purpose treating game design elements as 'tools' to achieve learning on different levels, or in the Spectrum of Teaching Styles language, developmental channels: cognitive, social, emotional, physical. This potential to cover different developmental channels is perhaps why the Game Sense approach is aligned with both the Playing for Life and athlete-centred coaching philosophies, and in Australia with the physical literacy strategy (see here)