Educational Categories



Educational Categories of Video Games

During my IMP academic research, I observed in my review of existent literature, media and scholar research (De Maria, 2007; Gee, 2007, 2003; Bogost, 2007, 2006; Prensky, 2000; Blunt, 2006; Johnson, 2005; Quinn, 2005; Aldrich 2005, 2003; Flanagan, 2005; Shaffer, 2005; Shaffer et. al, 2005; Salem & Zimmerman, 2003) that existent video games can be generally divided in three main categories related to promoting different kinds of learning—which can be associated to various aspects of AQAL (especially lines of multiple intelligence).

These three learning categories can often intersect with each other within a specific video game genre and design, and can occur either directly (e.g.: purposefully designed, such as in “serious games” or games for positive impact [DeMaria, 2007], or indirectly (e.g.: non-purposefully designed, random, informal, or collateral). A certain indirect, collateral type of learning tends to occur in most video games independent of their content (Johnson, 2005), but can be especially significant in RPG, adventure, simulations, and MMO games (Gee, 2007; De Maria 2007).

So, on one hand, video games can promote:

1. Education to facilitate acquisition of information: formal and conventional orientation.
   This type of learning is important for human developmental purposes mostly in terms of horizontal (translation) forms of growth (Wilber, 2006), since it is related to less complex cognitive aspects (e.g., memorization and “schooling” [Bogost, 2007; Shaffer, 2005]).
   
2. Education to facilitate learning processes: cognitive and social orientation, also called soft or thinking skills by Clark Aldrich (2005) —author and designer of educational and soft-skill simulations such as the acclaimed Virtual Leader.This type of learning has a special importance for developmental purposes because it is related to underlying, deeper, and more complex cognitive and self-related functions such as interpersonal communication, emotional intelligence, self-reflection, and critical thinking (De Maria, 2007; Gee, 2007, 2003; Bogost, 2007, 2006).
   
   These educational aspects can be associated with both horizontal and vertical (transformative) forms of growth (Wilber, 2006) in various lines of intelligence (e.g.: cognitive, emotional, interpersonal, self-identity, morals, values). In my view, most of the games that happen to purposefully (or collaterally) explore soft-skills learning processes tend to do it from cognitive-behavioral, cultural or social perspectives, but still not from the deeper and broader approaches explored by integral-developmental psychology.
   
   
3. Education to facilitate concrete actions: technical, practical, and “hands-on” training orientation, also called hard or action skills (Aldrich, 2005). This kind of learning is also fundamentally important for human developmental purposes (horizontal and vertical), especially in relation to improving certain lines of intelligence such as talents (gifts) (e.g., music, math, kinesthetic, spatial) and training skills. It is also closely related to various action-oriented, embodied, behavioral, and external (objective) manifestations of knowledge coming from most lines of intelligence.
   
   

   On the other hand, I observed through different methodologies a clear “gap” associated with a lack of significant initiatives being explored in terms of promoting the specific kinds of (deeper and broader) integrative and developmental education explored by the INDENTRO framework, as stated below:

4. Education to catalyze and integrate human development—as defined by Integral Theory (Wilber, 2006), Integral Psychology, Education and Spirituality (Wilber, 2006, 2000): transformative (vertical) and integrative (horizontal and cross-lines) orientation. This kind of developmental education is closely related to the (#2) soft skills involved in learning processes, and it also embraces the (#1) acquisition of information and (#3) concrete actions.

However, what makes it distinct from the others is an integrated approach to the individual as a unique, holistic, and evolving multi-dimensional being; embracing a deeper and broader sense of identity (self)  that extends through, and is influenced by all of the five fundamental aspects of AQAL (Wilber, 2000). In terms of Integral Theory’s field applications (Psychology, Education, Spirituality) (Wilber, 2007, 2000), it will be necessary for video games to promote a skillful and timely balance of awareness, support, and challenge in order to catalyze integration and growth in specific aspects of players’ profiles and AQAL constellations (or at least, as much as possible).

Also, promoting developmental growth and integration among different lines of intelligence takes here a fundamental role, since it can integrate and leverage various kinds of education and growth already happening through videogames.

In review, one of my basic proposals is to improve and expand on those three main educational applications already explored by game researchers by intentionally designing video games incorporating the fourth integral-developmental type of education, leveraging the frameworks of AQAL, Integral Life Practice (ILP) and Integral Play strategically integrated into the INDENTRO framework.