Games, Dialogue and Learning: Exploring Research Perspectives

Several studies of game-based learning in classrooms show that the role of dialogue is crucial in order to ensure valuable learning outcomes. This both pertains to dialogue between students and the game, dialogues between students playing games, as well as dialogues between teachers and students in game-based learning contexts. Moreover, the dialogic aspects of learning are both important during gameplay and around digital game activities. In spite of a growing interest in the dialogic aspects of games and learning, there exists no systematic overviews or focused theoretical discussions on the why, how and what when enacting and studying dialogue around digital gameplay within educational contexts. In this paper, we will outline and discuss key theoretical approaches to conceptualising games, dialogue and learning and discuss the possibilities as well as limitations of different approaches as exemplified by selected case studies within the context of primary and secondary education (K-12). Moreover, we will discuss key aspects that need to be considered, when researching dialogue in relation to digital games and learning. First of all, researchers need to clarify what they mean by dialogue, when researching digital games and learning. This involves discussions of related concepts such as conversation, discourse, interaction, communication, debate, and discussion. Secondly, it is necessary to discuss how dialogue is shaped in a complex relationship between specific game affordances and pedagogical approaches that may potentially both open as well as close possibilities for meaningful dialogic interaction. Thirdly, it is important to bear in mind that the notion of dialogue in dialogic education may be based on different theoretical assumptions - i.e. the term may both refer to ontological aspects (e.g. relationships between participants) as well as epistemological aspects (e.g. knowledge construction). The paper marks a preliminary first step in an ongoing work that aims to conduct a systematic review of empirical work on digital games, dialogue and learning. Consequently, the paper concludes by outlining key areas of interest for further exploration of the complex relationship between digital gameplay, dialogue and learning.