The "Use" of Games

          Games have long been used as forms of entertainment, as a source of frivolity, and to pass the time. However, as more research is conducted, people have found that games can effectively and intuitively transmit ideas to users, allowing them to learn and change.

          This occurs because a user actively interacts with the medium, activating a separate portion of their brain and allowing games to be engaged with on a different level. Additionally, by using game mechanics as stand-ins and metaphors for ideas, players not only observe but practice these concepts, making them more intuitive. By taking advantage of these two facets, games become extremely effective methods of communication. 

          It is because of the efficacy of this medium that designers working within it must consider the message behind each game they create. Whether a game is communicating through distinct narrative methods or simple mechanics, it is engaging the player in a new way of thinking.

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          This concept is often taken advantage of through corporate gamification, in which a game tries to encourage interaction with a commercial concept through game mechanics. However, these attempts often employ only the facets of games without considering the ideas behind them, causing the games to be less compelling. Still, at the moment, they take advantage of dopamine hits and social pressure to push user participation, creating an odd amalgamation of game mechanics without a design tie-in. 

          By not giving thought to design, these corporate games capitalize on only the most exploitative parts of games. This practice creates an unhealthy environment of addiction and player obligation without the real rewards or cognitive engagement that are so vital to games as communication methods. If companies intend to keep using games as commercial motivators, they must consider both the cognitive impact and mechanical message of the games they create. 

          The most important facet in this regard comes down to how a game is designed. A game, at its core, should consist of a mechanic that further reflects the intended impact of said game. By playing the game, a player is actively performing the concepts that are to be communicated by the game, allowing them to understand new ideas and learn effectively. Without consideration of the metaphor created by a mechanic, a game becomes hollow, and its use is wasted. 

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It is imperative, then, that when creating a game, one considers the following:

1. Games are methods of communication, so a person must have a message in mind when creating one.

2. The mechanics a player performs in a game are a method of teaching. The mechanic must then be built on the message one wishes to send.

3. Play is what occurs when someone engages with a game, but a game is built on rules that form the experience. The goal when creating these rules is to carve out an experience that physically and emotionally relays the themes behind the game.

4. Games are not frivolous. Treating them as such only serves to dampen their possible impact.

5. Games give intrinsic motivation, creating a space that allows players to more easily engage with complex lessons and difficult actions.

 

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          These concepts are vital to keep in mind when creating a game. Because games are such powerful methods of communication, it is a designer's duty to consider their message and create games with a positive impact. It is also the responsibility of companies and institutions to support games as a medium for communication. 

          It is increasingly evident that games have the power to shift how people think and motivate them to engage in actions they would not otherwise. The medium must then be engaged with intentionally and responsibly by those using it. Otherwise, we risk dampening their messages or sending the wrong one entirely. It is also important that the power of games not just be used by companies wishing to exploit, but by researchers, teachers, and communicators who wish to help and inform. By creating systems with intrinsic motivation and inlaid learning, games allow participants to understand concepts faster and better than almost any other method. Refusing to use games to promote learning is then leaving a powerful tool on the table, and allowing companies to capitalize on it for exploitation. However, if we learn to wield this tool and refine its use, education can be changed for the better.