The aim of the research was to examine the extent to which contemporary computer games can support the development of competencies relevant to education and verify their applicability in pedagogical practice. Given that games are a significant part of the lives of children today, it seemed worthwhile to explore their educational potential and possibilities for their targeted integration in the school environment.
IMPLEMENTATION PERIOD: 2021–2022
RESEARCH OBJECTIVE: The research focused on identifying games with the greatest didactic potential and aligning them with key competencies defined within ScioSchools. Specifically, we sought to determine whether and how games can contribute to developing the competency “I Choose What I Let Into My Mind”, which relates to a conscious approach to information, critical thinking and the ability to navigate the media environment.
METHODOLOGY: Based on consultations with experts in education and game design, we matched specific computer games with individual key competencies deemed suitable for educational purposes. For the experimental research itself, the game Papers, Please was chosen, which simulates the work of an immigration officer and emphasises ethical decision-making, critical reflection on information and the ability to analyse various data sources. The experiment took place at ScioSchools, where pupils played the game and subsequently discussed their experiences with learning facilitators. The aim of these discussions was to observe how pupils interpret game situations, what strategies they choose and whether they recognise the consequences of their decisions. After completing the experiment, we conducted in-depth interviews with learning facilitators who participated in the project to describe their experiences with using the game element in teaching and evaluate its contribution to developing the examined competency.
OUTPUTS AND RESULTS: The research confirmed the educational potential of the game Papers, Please. During gameplay, pupils found themselves in situations that required careful assessment of information, decision-making based on established rules and consideration of ethical dilemmas. Post-game discussions showed that children were able to recognise the importance of a critical approach to information and the need to consider the impact of their decisions. However, certain barriers to using computer games in the school environment also emerged. The most frequently mentioned obstacles included limited time allocated for teaching, lack of technical resources and, in some cases, lower motivation among some pupils to engage with the game as an educational activity.
The research has shown that computer games can be a valuable tool for developing key competencies if they are suitably selected and supplemented with discussion and reflection. Nevertheless, their effective integration into teaching requires careful preparation, adequate technical resources and educators’ openness to innovative teaching methods. The study results can serve as a basis for further exploration of possibilities for using game elements in education and contribute to discussion about innovative forms of teaching in primary schools.