Role of Epistemic Games in Learning

Epistemic games aim to teach children to think like professionals. As a consequence, these games place a lot of emphasis in the use of the scientific method and on the development of argumentation skills as a way to take advantage of videogame technology.

For example, an online software tool called Soda Constructor, a simulation of springs and masses,has been used to teach children the principles of bioengineering. In this game, which mixes elements of real and virtual worlds, the students respond to a specific design challenge posed by the game.

As the students attempt to accomplish the goal, an instructor serves as a guide supporting them in producing the results they desire. Early research into this type of game has shown that, in some cases, students can learn to engage in several of the practices (reflection, note taking, design notebook construction) that professionals in the scientific disciplines engage in (Shaffer, 2006).

Challenges of Designing and Assessing Epistemic Games

One of the biggest criticisms of epistemic games is that in using the professional knowledge as a template upon which to assess the evolution of learning, some other forms of learning might be ignored. This makes the design and assessment of epistemic games particularly challenging as the "learning" that takes place could even happen outside the professional discipline frameworks they function under.

Advantages and Disadvantages of Epistemic Games

One of the main advantages of epistemic games is that by using the professional literacy and design practices as a model for learning, it is possible to guide learners into acquiring certain approaches and habits of what knowledge is. This viewpoint certainly is a good fit with the innovation skills students will require in the 21st century.

However, acquiring the so-called epistemic framework of professionals usually invites the question: what, actually, is learned? The context specific skills or general skills that are transferable across contexts?

Skills like argumentation and evidence analysis can help learners regardless of context (Shaffer, 2006).