« Man only plays when he is in the fullest sense of the word a human being, and he is only human when he plays.»
Friedrich Schiller, Briefe über die ästhetische Erziehung des Menschen, 1795
The need to play is deeply human. The human being starts to play as a child and will not stop a life long (Life-Long-Gaming)
The most important reason for «Life-Long-Gaming» is the desire to win. When you win a game, you have the feeling to be better than the others.
A game helps to satisfy the three upper levels of Maslow's "hierarchy of needs": Self-actualization, esteem, love and belonging.
| Self-actualization | ||||||||
| Esteem | ||||||||
| Love/Belonging | ||||||||
| Security | ||||||||
| Physiological needs | ||||||||
Game educationalists agree that all games have an educative effect on every user, be it a child or an adult.
Games provoke a much higher motivation of the user than usual e-learning.
The work and learning behavior of users has changed. Game Based Learning is a result of this change.
Training with strategy games:
Playing a computer game can require the same qualities as solving a complex problem. In both cases the user must understand complex structures to solve the given problem in a most simple and efficient way.
During the procedure of problem solving, a person must think and act in a structured, target orientated and prospective way. Parallel proceeding developments must be integrated in the reflexions.
