Open-Ended Video Games: A Model to Develop Learning for Interactive Age

In recent decades, many expectations have been revealed regarding the role of Open-end games in education. However, it is interesting to see that video games have begun to influence education shyly. Now that the Internet has enabled the creation of global gaming culture with a large number of stakeholders and new technologies allow for "unprecedented exploration and expression," the transfer and adaptation of some of them are likely to be expected in these types of educational games. Although the number of studies has increased, it is suggested that more research is needed to understand, among other things, player dynamics, how games work and their educational effects.

Two types of games are given in this article: running games that are based on the terms of a particular domain and role-playing games (professional, epistemic, augmented reality, etc.) that need to acquire specialist skills in specific areas. As educators, we think that discussing how people's simulation in these games, problem-solving situations, and learning concepts, including some of the above advantages, causes us to consider them as promising elements in the teaching methodology. Using new methods to provide more alternatives to assess students' learning styles, especially concerning teaching concepts. Although traditionally RPGs have been used in EFL, the ability to make experiences as real as possible can increase student motivation. They perceive what they consider useful.

Open End simulation games are the focus of this article. These games "have open worlds, through which there is not a single right way." As participants engage in other communities, they learn the purpose of the game, learn skills through practice, and use their learning in new ways. Beyond the acquisition of skills, the involvement of people in these games can show what attitudes and beliefs they have about sociopolitical and cultural issues that are reflected in the game and sometimes resemble real life. The unique insights that players can show around them because of their background experiences, their dreams and their frustrations about the world around them seem to determine their decisions when they play.

This led the researcher to interview two groups of African-Americans and a group of Caucasian players playing the Grand Theft Auto: San Andrea (GTA: SA) to find out their feelings about race, class, and violence. The results showed that players shaped their perspectives on these issues based on the type of interaction they had in play and their fears about the violence that inspired the game vary from band to band and in general. Howbeit, they have not gotten rid of the racial issues described in the game, which are mainly related to real life. The previous scenario shows how this kind of game could function as a complex and strong context, creating opportunities for young students to think about critical issues in their lives. In the same vein, similar games have been developed to increase insights on how best to play online casino games.

Another game explored was Civilization III. In this case, exploring the influence of the game on learning social sciences caught the attention of the researcher. A wide range of benefits emerged as the students used this game in a kind of "designed experimentation, experience based on representations within ideological worlds that were interpreted within communities.”

The author of the popular text noted that students who did not normally attend class or were at risk of failure improved their performance. There was significant cooperation. The students discover their abilities and find reasons to appreciate themselves. As the game created a learning context, participants were able to organize and rate their ideas to build solid learning structures. The games encouraged the use of different communication and thinking strategies, allowing the participants to deal with their dynamics.

As a rule, students had to develop knowledge in interdependent areas to face challenges. The boundaries covered the mismatch between the functioning of the school system and the way in which games produced learning dynamics (e.g., organization and play time). Similarly, predefined school-level goals or standards did not match the stimulation of students' unique styles, interests, and needs in games. Some other challenges include, above all, the disappointment that a failure-based learning perspective (the shared perspective of these games) can bring to students and, secondly, the minimization of the scope for targeted learning in a single area that reduces its potential.

Open games have great achievements to turn attention into a truly passive educational medium. And Squire almost said the truth in its original form.