Birgit Oberer, Alptekin Erkollar

Journal of Systemics, Cybernetics and Informatics, 22(1), 211-230 (2024); https://doi.org/10.54808/JSCI.22.01.211

ETCOP Institute for Interdisciplinary Research, AustriaETCOP Institute for Interdisciplinary Research, Austria

Cite this paper as:
Oberer, B., Erkollar, A. (2024). Digital Games in Education: An Interdisciplinary View. Journal of Systemics, Cybernetics and Informatics, 22(1), 211-230. https://doi.org/10.54808/JSCI.22.01.211

Digital games have emerged as a promising tool in educational settings, offering engaging and interactive experiences that improve student motivation and learning outcomes. This paper explores the interdisciplinary nature of the use of digital games in education, highlighting their potential impact across disciplines and subject areas. Drawing on literature from fields such as psychology, education, computer science, and game design, we examine the key elements of game-based learning, including serious games, gamification, game mechanisms, and player experience. We also discuss the criteria for selecting games in educational contexts and provide practical recommendations for finding and modifying games to meet specific learning objectives. We also provide examples of games that can be used effectively across disciplines, including science, mathematics, computer science, and social science. Through this interdisciplinary lens, we emphasize the importance of integrating digital games into educational practices to foster student engagement, critical thinking, problem solving, and collaboration skills. By embracing the potential of digital games, educators can harness their transformative power to create dynamic and immersive learning environments that prepare students for the challenges of the 21st century.