Learning to play soccer: Lessons on meta-cognition from video game design

Price, A., Collins, D. orcid iconORCID: 0000-0002-7601-0454, Stoszkowski, J., orcid iconORCID: 0000-0002-1968-5770 and Pill, S. (2017) Learning to play soccer: Lessons on meta-cognition from video game design. Quest, 70 (2). pp. 321-333. ISSN 0033-6297

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Official URL: https://doi.org/10.1080/00336297.2017.1386574


Over the past decade, there has been ongoing debate relating to the use of suitable pedagogical approaches for designing learning environments to develop skillful games players. There has, however, been little consideration of the “digital age of learning” and the global success of the digital video game industry. Using the educational work of James Gee, this article attempts to rationalize how a “digital video games approach” differs from other learner-centered pedagogies currently employed for teaching and coaching games. Examination of the literature suggests that the learning gains from Teaching Games for Understanding and the Constraints Led Approach ignore the meta-cognitive dimension of learning how to play games—surely an important consideration for long-term development. Accordingly, by drawing on experiences from digital video game design, we examine how games practitioners might utilize such an approach for meta-cognition in coaching or teaching practice to stimulate player learning.

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