Player-reported Impediments to Game-based Learning

Abstract

This article addresses the question of how games function as learning tools, from the perspective of player-stated problems. It is based on interviews and essays, collected from university students who reported problems dealing with unrealistic trust, competitive play leading to game-based logic of business phenomena instead of their learning or applying real skills, and outright cheating. According to the respondents, the main cause of problems appears to be that by many participants, games are framed as an activity that is to be done competitively. Along with reporting the impediments, the article discusses potential solutions.