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Levels of Failure and Learning in Games

Levels of Failure and Learning in Games

Matthew Sharritt, Daniel D. Suthers
Copyright: © 2011 |Volume: 3 |Issue: 4 |Pages: 16
ISSN: 1942-3888|EISSN: 1942-3896|EISBN13: 9781613507162|DOI: 10.4018/jgcms.2011100104
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MLA

Sharritt, Matthew, and Daniel D. Suthers. "Levels of Failure and Learning in Games." IJGCMS vol.3, no.4 2011: pp.54-69. http://doi.org/10.4018/jgcms.2011100104

APA

Sharritt, M. & Suthers, D. D. (2011). Levels of Failure and Learning in Games. International Journal of Gaming and Computer-Mediated Simulations (IJGCMS), 3(4), 54-69. http://doi.org/10.4018/jgcms.2011100104

Chicago

Sharritt, Matthew, and Daniel D. Suthers. "Levels of Failure and Learning in Games," International Journal of Gaming and Computer-Mediated Simulations (IJGCMS) 3, no.4: 54-69. http://doi.org/10.4018/jgcms.2011100104

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Abstract

A qualitative case study is presented that examines learning through video games, focusing on whether player experiences of failure create opportunities for learning. Examples of collaborative play are presented from three video games, including Civilization IV, RollerCoaster Tycoon 3, and Making History: The Calm & the Storm. An inductive analysis reveals that some experiences of failure frustrate game players, leading to the abandonment of an in-game task, while others lead to increased motivation to try a different strategy. The activity-theoretic level of activity at which failure occurs is used to account for these differences in outcomes of failure.

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