Gaming their way: Learning in simulation strategy video games

This mixed methods study investigates how and what students learn by playing a simulation strategy game. 26 children averaging 11 years old played the simulation strategy game RollerCoaster Tycoon 3: Platinum (RCT3) for 24 hours over seven weeks. It was found that the participants learned economics and social studies principles, developed information and technology literacy, and transferred these acquired knowledge and skills to new contexts. They also valued the gaming experience and the disciplinary knowledge gained.;The quantitative component of the study examined disciplinary knowledge gain and transfer as well as motivational valuing. A range of instruments were used to collect data, including pretest-posttest knowledge tests, transfer questions, and a pretest-posttest intrinsic motivation inventory. Despite no prior formal education about basic and foundational economic principles, and their initial belief that games are not for learning school content, participants both acquired disciplinary knowledge and skills and transferred them to new contexts. Participants also reported valuing the experience of learning economics and social studies in a game environment.;The qualitative component of the study examined the process by which students acquired knowledge, and their motivation for doing so. The data for this part of the study came from video-taping of participants as they played the game, interviews of participants, log-sheets of their progress, and participant observation. Analysis of this data indicates that learning by game play was highly personalized and identified two general categories (goal seekers and explorers) of player types that influenced the process of learning. Further quantitative analysis on each of these player types show that though both explorers and goal seekers had significant knowledge gains, explorers were more likely to value the experience of gaming and learning content compared to goal seekers.;The findings of this study indicate that learning of core disciplinary ideas from games is possible. However, it is a complex process dependent on player type, and the nature of game play. This study can inform the design of better games for learning and suggest ways in which such games can be integrated into the curriculum. Finally, this research supports the arguments for mixed methods research on learning from media.