A number of relevant publications show that games are a pursuasive medium with the capacity to influence players' thoughts and actions. Games are constructionist technologies for learning; as believed in constructivist views of teaching, children learn best through constructing ideas and knowledge though activities alongside others. Games are viewed as ideal platforms for trying out ideas, making decisions, communicating with others and of exploring and making new games rather than by receiving knowledge passively from others. Games are also ideal environments for practising skills.
The learning involved through games:
- can be considered to be social as it involved interactions with objects/figures within the game/on screen.
- is active and participative rather than passive and merely receptive.
- and involves the constant construction of meaning and knowledge.
Most teacher's agree that computer games can support children's cognitive development and ICT development and higher order thinking skills (e.e. logical thinking, planning and strategising.)
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