The same probably applies to simulations, namely: “Rather than striving to get games into education, educators should be investigating ways to get education into games.” (Royle, 2008).
Although gamers often claim that playing is educational; gamers concede (laughingly) that much of this learning has little relevance to ordinary life. Teacherised commercial games that embed, add or link educational/curriculum content are questioned. A new genre is emerging characterised by gamelike learning instead of purely entertaining based on the pedagogy of problem-based learning. The real learning does not happen in game; instead players must solve problems to progress through the game; they can only solve a given problem by accumulating the necessary tools and experience in lower levels of the game.
Storytelling is a further potent learning tool, because they enable listeners to make connections between what is said and their own experience—this helps create meaning and can trigger people into action.
Royle, K. 2008. Game-Based Learning: A Different Perspective. Innovate, 4(4), April/May 2008. Retrieved electronically 23 October 2011 from: http://innovateonline.info/pdf/vol4_issue4/Game-Based_Learning-__A_Different_Perspective.pdf
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