Games: beyond entertainment and learning

This article describes a game that was created to treat illness. As the first game (possibly) with therapeutic value, it may encourage the development of many more.

https://nautil.us/to-supercharge-learning-look-to-play-292946/

Games allow us the freedom to think and act unconstrained by reality and sometimes, in fantasy worlds. The author compares art and play (the freedom to behave in the game) describing the latter as expression, imagination, creativity and curiosity. Games that facilitate repetition, experiment and exploration with graded levels of difficulty produce better retention, excitement and discovery.

Seven different Cs comprise the elements of play, according to the author. I would suggest two more Cs: challenge and competition to facilitate attention, described by the author as the ability to selectively focus and sustain that focus. But no C can work unless the player is open to inputs, experiences and novelty.

Hurdles in games pose a challenge but enhance the learners’ satisfaction from accomplishment and joy from discovery. When the learner transfers the learning to solve a problem, the understanding goes deep into the subconscious. If you are totally engaged in the game, it’s probably the sticky experience of play activity. Engagement is not just obsession: it’s clearly one of the symptoms of learning without any external aids, tools, teachers or trainers.

Guided play develops skills but free play doesn’t: does play without a deliberate learning goal or adult supervision generate no skills? How else do infants and other children (for example) learn? Learning may emerge from the reflection of action, event or observation, without any other oversight. Did I misunderstand the author?