Games for Adult Learning

Adult learning represents a substantial field of higher education. Though, in media and pop culture, they don’t often represent the quintessential college student. That is often why games are not always included when discussing applications for adult learning and development.

Can games, simulations, and serious games be used for adult learning and development?

This article will review some of the positives of including games in adult learning and development. The application of games compared to other activities will be discussed as well as some digital applications of games based learning.

Positives

Games-based learning is a topic discussed in applications of different educational methodologies. Games can also be used to help individuals with different learning styles; help students retain information; and apply what they’ve learned outside of the classroom.

That’s because games-based learning is an application of experiential learning. Experiential learning is a method of learning by doing where students interact with content, perform an activity, or engage in some sort of work. The most popular forms of experiential learning are cooperatives, internships, externships, study aboard, and outdoor learning. Games-based learning also falls into this category. Games-based learning is experiential learning.

Games are often attributed to children and elementary education; but they don’t always have to be. Adults can also learn through games: especially as they are introduced as an interactive and experiential part of a coaching and learning framework.

How do games compare to other activities?

Games are great for entertainment; but how can they be used for learning? One of example is using simulations or serious games. Serious games provide students with the ability to put their learned skills into practice. Whether that be a flight simulator or a stock market simulator: games help students learn through practice.

Games are also great at providing immediate feedback to learners. Such feedback allows students to alter and adjust their approach to understanding the activity and environment. This allows students this to actively experiment and discover new and novel ways of doing something.

While not all games and simulations are designed for adult education; they often provide opportunities for emotional and social connection with other learners. This socialized learning environment helps students connect with others who are in similar situations. While not all adult learners may succeed through simulations; the empathy required to connect with one another represents another form of learning and development.

Games are also great resource for honing problem solving skills. Games are a reactive form of media where the same input represents a different output for learners. Games are not static, and they do not represent the same experience for all. That means that games can be used to abstractly represent complex problems for students in a way that allows them to create knowledge through active engagement.

Digital applications

Most of us may think about digital, computer, video, and mobile games when applying games-based learning. This is a popular medium of games and would serve as a great avenue for addressing adult learning and development.

Mobile technology alone represents significant student use that would aid in engagement outside of the traditional classroom. Online games also provide a set structure for instructors to use and test students’ applications, synthesis and evaluation of learning material.

The field of games-based learning is a constantly evolving and emerging one with many improvements necessary before it is implemented on a much wider scale.

Takeaways

This article reviewed some of the positives of games based learning for adult education. It included the application of games compared to other activities as well as some digital applications of games based learning.

This article was about games-based learning for adult education. To learn more about adult learning in gamification, check out the free course on Gamification Explained.

Dave Eng, EdD

Managing Partner

dave@universityxp.com

www.universityxp.com

References

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Eng, D. (2017) GAME ON! An interpretative phenomenological analysis of games-based learning in an undergraduate liberal arts environment. (Doctoral dissertation). Retrieved from ProQuest. (10264891)

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Eng, D. (2019, October 4). Serious Games for Serious Learning. Retrieved December 11, 2019, from https://evolllution.com/programming/teaching-and-learning/serious-games-for-serious-learning/.

Meyers, R. (2016, November 30). Game-Based Learning And Adult Learning Styles. Retrieved December 9, 2019, from https://elearningindustry.com/game-based-learning-and-adult-learning-styles.

Russo, A. (2014, August 19). Adult Education: Finally Hip to the Game - EdSurge News. Retrieved December 9, 2019, from https://www.edsurge.com/news/2014-08-19-adult-education-finally-hip-to-the-game.

Using Games in Adult Learning. (2019, March 12). Retrieved December 9, 2019, from https://www.designingdigitally.com/blog/2019/03/using-games-adult-learning.

Cite this Article

Eng, D. (2019, December 18). Games for Adult Learning. Retrieved MONTH DATE, YEAR, from https://www.universityxp.com/blog/2019/12/17/games-for-adult-learning

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