Title: Recognition of variety: considering learning with digital games as cybernetic systems

Authors: P. Hollins

Addresses: The Institute for Educational Cybernetics, The University of Bolton, Deane Campus, Deane Road, Bolton, BL3 5AB, UK

Abstract: In this paper, the author proposes cybernetics as a valid scientific and theoretical approach in considering the requisite variety of learners and learning through the application of digital games. The paper challenges anecdotal notions of perceived generational distinctions in respect of their pre-disposition to using games in learning. The paper provides a brief history of digital games and play, cybernetics in games design discourse and considers game-play, technology, the game and player as a complex cybernetic system. In conclusion, the author challenges the notion of homogenous game play or players and suggests that only requisite variety can manage the requisite variety offered by this complexity.

Keywords: digital games; cybernetics; games based learning; cybernetic systems; scientific approaches; theoretical approaches; learners; anecdotes; anecdotal notions; perceived distinctions; generational distinctions; games design; game-play; complex systems; homogenous play; homogenous players; requisite variety; complexity; digital immersion; digital engagement; learning motivation; educational resources; education; technology enhanced learning.

DOI: 10.1504/IJTEL.2011.042098

International Journal of Technology Enhanced Learning, 2011 Vol.3 No.5, pp.456 - 467

Received: 02 Oct 2010
Accepted: 10 May 2011

Published online: 26 Feb 2015 *

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