Theoretical Underpinnings of DGBL

What theories and models underpin educational game design and use? In their meta-analysis of studies on the learning theories that were claimed to be foundational to digital game-based learning, Wu et al. found that the there were quite a variety of learning theories included {Wu, 2012}. These were grouped into four categories which included behaviorist, cognitivist, humanist and constructivist. Their original list formed the basis for the list shown in Figure 3 which is divided into five categories. Several of the learning principles from Wu’s original list have been re-ordered, and there are a few additions including the social learning category, as originally described by Merriam and Caffarella {Merriam, 1999} along with several key motivational theories {Siang, 2003} which have been grouped in the humanist category, as they all relate to affective aspects of learning. This list is in no way intended to be exhaustive, and some theories that would normally be included have been omitted as they have significant overlap with one or more that are already here.

Merriam, S. B., & Caffarella, R. S. (1999). Learning in adulthood : a comprehensive guide (2nd ed.). San Francisco: Jossey-Bass Publishers.

Siang, A. C., & Radha Krishna, R. (2003, 10-12 Dec. 2003). Theories of learning: a computer game perspective. Proceedings of the Multimedia Software Engineering, 2003. Proceedings. Fifth International Symposium on.

Wu, W. H., Hsiao, H. C., Wu, P. L., Lin, C. H., & Huang, S. H. (2012). Investigating the learning-theory foundations of game-based learning: a meta-analysis. Journal of Computer Assisted Learning, 28(3), 265-279. doi: 10.1111/j.1365-2729.2011.00437.x.