Currently there are many articles commenting about the potential of games applied to education. However, based on these studies is observed a gap about the study of different genres of videogames and its impact over learning, allowing space to this article´s intent: analyze videogame genres and their affordances to education.
After a critic literature review a method was proposed: four genres of games are defined (first-person-shooter, RPG Adventure, and Strategy) compared with a set of learning requirements to address educational objectives. These requirements are outlined based on a literature review about learning environment, followed by the selection and play testing of three games of each genre with special attention to evidences of learning outcomes.
The results suggest a difference sets of affordances allowed by games, according game genre, some of than enhance or decrease specific types of learning. For example: first person shooter helps to develop motor skills, cooperation and fast decision-taking but do not promote reflection; strategy games are good to allow students to handle with large amounts of information and promote reflection, but demands more time and can be not so engaging. Therefore, in terms of design learning, this is another feature to be considered when defining tools to address specific learning objectives.
The list of genres and affordances presented is not exhaustive and the authors highlight the need of more and deeper research about this theme. There is no presented data about how the research proceeded, data collection method or how the data was tabulated