Games are structured forms of play that engage players in a pretended reality in which they attempt to achieve arbitrary goals through action. They differ from work, which is usually carried out for remuneration, and art, which focuses on expressive or ideological elements.

Games can be played alone or with others, in teams or by one person; they can involve skill, knowledge, chance, or both. They can also be designed to entertain, inspire, or educate. Some games have a formal structure, while others are informal. They may be based on real-life events, imaginary scenarios, or invented stories. Some are board games, video games, or computer games.

Game theory has been used to explore the learning potential of games. One of the most significant developments was the development of interactive simulations (IS) which are computer-based systems that replicate real-life events or problems and allow participants to experiment with solutions. Using IS allows players to learn in a safe environment and allows designers to monitor the results of their designs.

Another important aspect of games is the fact that they are often governed by rules. This feature is particularly important for the educational use of games because it limits the potential for negative outcomes and makes it more likely that the design will succeed in achieving its intended goals. However, adherence to the game’s rules also means that it cannot take the most efficient path to its end goal and is therefore not an optimal learning experience.

Those who enjoy games that challenge their thinking skills, like puzzles and board games, tend to score well on tests for intelligence. In contrast, those who are easily bored and lack concentration will have difficulty with games that require a lot of mental effort. People with high levels of neuroticism on OCEAN tests are also more inclined to enjoy games that include threat: elements of danger and scary content.

The medium of games has grown to the point that it is respected enough for Bafta to accept it into its remit and for museums like the Barbican and Moma to run exhibitions of videogame art. However, many teachers are still skeptical of the power of videogames to teach children, and some are afraid that they will harm their academic performance. But studies have shown that students who play videogames have improved powers of concentration, creativity, memory, and language.

Whether we’re talking about video games or board games, it’s important to remember that kids learn best when they’re having fun. This is why it’s so important to introduce games that are engaging and that kids already enjoy playing. Treat gaming experiences as you would a field trip or movie screening: set some context, but don’t force instruction too soon. Even if they get lost in the moment, that can be an amazing opportunity for critical thinking. The right games can help even the most reluctant learners develop a passion for learning and spark new ideas in their minds.