The first obstacle was getting students up to speed with the game’s elaborate interface. This might seem like time away from “real learning,” but studies increasingly support the idea that learning to play a complex game is, in and of itself, a valuable exercise in cognitive calisthenics. To ease the familiarization process, experienced players were strategically grouped with novices, which Husøy observed altered the class’s social dynamic. “Students became more willing to share and collaborate through working with this project. There grew a community spirit that occurs when a group of people are doing something unique together.” This unintended consequence played well into the school’s sociocultural aim of co-constructing knowledge.

Civilization IV proved useful in fulfilling both the English language and culture elements required by the curriculum. Playing through empire simulations helped students better understand British colonialism, the spread of English and US cultural hegemony. As to language acquisition, Husøy explained that the game "introduces fairly advanced terminology in small chunks at a time, making it well suited for vocabulary work.”

The game’s diplomacy mechanics and customizable scenarios facilitated the study of international relations in Social Studies. The class built simulations and played through various outcomes to unpack contemporary conflicts and reflect on resolution strategies. “Though the model is not a perfect representation of the real world, the game gives students a deeper understanding of the subject matter,” said Husøy. He feels that Civilization holds a unique value in letting students experiment with “what if” scenarios to see how changing variables like political structures or social policies affect and alter the course of a nation.

The unit concluded on a metacognitive note, as students reflected on gender issues in games, video game addiction and the unique affordances and limitations of video games as a medium.

Reducing Resistance in Physics

Encouraged by Husøy’s work, physics teacher Jørgen Kristoffersen decided to experiment with Portal 2, a venture that came at no cost due to the free educational licenses available from Valve, the game’s publisher.

Portal 2 challenges players to solve elaborate puzzles to escape the labyrinthine Aperture Science Laboratory complex. They manipulate cubes, redirect lasers and tractor beams, time jumps, and teleport through walls, all of which rely on the game’s physics engine. Kristofferson’s class played with variables affecting in-game object behavior and freely designed physics experiments with Portal 2’s flexible level editor. “Should we have a large mass and height? Drop 50 kilograms from 50 meters? Oh, the air resistance kicks in – let’s shorten the height," said Kristofferson, illustrating how his students toyed with the power of gravity.

“Real world experiments are important and the game can’t replace them,” he said, “but the game gives students a different perspective on the laws of physics, where mechanics are simulated by a computer to create a realistic gaming environment. It can also be a great source of discussion when the laws of physics are broken!” Students think about how the simulation deviates from reality and transform what might be perceived as a game’s shortcoming into a critical thinking opportunity.

Hunting, Gathering and Survival

Also inspired by Husøy, Tobias Staaby uses video games to teach units ranging from ethics to narrative and cultural history. “I wanted to use video games as something more than chocolate covered broccoli,” he said. “It’s important that video games are regarded as useful and engaging learning tools in their own right.” To that end, he uses popular commercial games that would not outwardly seem suitable for the classroom.

Elder Scrolls V: Skyrim, the sword and sorcery action role-playing game, is set in a rugged, Scandinavian-inspired wilderness that echoes Norway’s natural landscapes. Staaby leverages this connection to teach Norwegian romantic nationalism, a 19th century independence movement that set out to document uniquely Norwegian cultural elements and natural settings to affirm their national identity. Like their historic predecessors, students explore the wilds of Skyrim in search of features and landscapes that aligned with the aesthetics of romantic nationalism. “Video games do not give you the answers up front. You have to look for traces of national romanticism in Skyrim. It does not come by itself,” explained Staaby, identifying a video game’s potential for an active and participatory approach to learning.

Staaby also used the post-apocalyptic zombie survival game The Last of Us in his lit class. Critics swooned over its intricate storyline and engaging character development, which his students studied much as they would any traditional work of literature – with a few differences. They played the first eight hours at home, and then completed the game together in class. During class play, Staaby reported that his students applauded, were visibly moved and reduced to absolute silence in the game’s final moments. “These were all events that I could not imagine having happened if we watched a movie or read a novel together.”

A Model for Game-Enhanced Learning

In each case, game-based learning seems to be a misnomer, as the learning is not based on games, but enhanced by them. Commercial games are repurposed and modified to support curricular goals, as opposed to driving them. Of course, learning can and should also be based on games, as they are valid texts that can be studied in and of themselves, but it is important to see video games as elastic tools whose potential uses exceed their intended purpose.

The Norwegian Center for ICT in Education, which works on behalf of the Ministry of Education, now takes video games seriously, and has designated two officials, Jørund Høie Skaug and Vibeke Guttormsgaard, to undertake a national project to integrate games in schools. “With a great team of young teachers with game experience, and with time to plan and develop their game pedagogy, Nordahl Grieg now shines as an example and an inspiration to other schools,” said Guttormsgaard. Skaug added that they are developing a Civilization, The Walking Dead and Portal 2 teaching guide with the gamer-teachers at Nordahl Grieg.