Digital Play-Based Learning: A Philosophical-Pedagogical Perspective on Learning and Playing in Computer Games

Konstantin Mitgutsch


A majority of investigations examine the potentials of computer games in enriching learning processes; however, only little research has been carried out in examining the role of irritations and disillusionments in digital games. It appears reasonable that educational game design focuses on the programming of well-structured and entertaining games that support the players in their linear learning process until the defined teaching targets are reached. But in contrast to this reduced understanding of learning and games, an anthropological theory of playing and a philosophical-pedagogical perspective on the process of learning will be investigated, opening up a new perspective on learning based on playing. In providing insights into a circular and non-linear process or relearning and learning anew, combined with the spontaneous and unstructured dimension of play in games, a different concept of learning will be proposed: Digital Play-Based Learning. This multidisciplinary paper draws on game studies and educational theory to develop a concept for a novel understanding of learning based on playing games.


action; computer games; education; learning; literacy; media theory

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