The strongest elements of the book lie mostly in the author’s attempt to `unpack’ game-play and relate the different components back to (mostly psychological) research into learning and motivation. His central thesis is that if learning is unstructured and `fun’, is it far more productive. Games focus on positive user experiences, and learning becomes almost a by-product of the on-going attempt to repeat the `buzz’ of achieving desired tasks. Partly this is because learning is provided within more exciting and interesting contexts, and partly because the user doesn’t perceive tasks as `compulsory’, but is allowed to learn at their own pace and in their own way.

Whilst this idea is not new:

“Generally speaking, a child’s education must be based on the principle that everything must come from his own will. Nothing should be given in a ready made form. One can only give the idea, one can only guide or even teach indirectly, starting from afar and leading him to the point from something else.” (Gurdjieff 1928 – Views from the Real World.)

… it has (up till now) never meaningfully challenged the idea that learning (almost by definition) should be boring, hard and laborious.

In my opinion the author does an excellent job of reviewing the important elements of game-play and in showing how much this medium has to offer. He comes close to establishing `computer games’ as a potential paradigm shift in the structure of education.

I think this is a book the critics should read!

Diane C. Donovan
California Bookwatch