The issue that comes to my mind when I read both the paper and reactions is what is it about games that we as educators could borrow? Marshall points out "I believe that a careful study of the patterns of use in computer games can have a significant impact in helping us learn how to design better learning environments." I agree with this statement and have been grappling with this issue.
When a person plays a game, the environment invites you in, but it is solving the problem that keeps the gamer there. As Marshall notes "Strategy games are ones in which the user must employ higher order thinking skills and problem solving skills to continue playing and win the game" which is often times the goals of our educational projects! In addition, Marshall writes "Reflective cognition is that of comparison and contrast of thought, of decision making. It is the type of cognition that leads to new ideas and novel responses." This parallels Krashen's idea of pushing a learner to learn by giving a little more than what the learner is capable of doing (l+1). But games do so in a way that does not seem like school. Isn't that the point? To get students to enjoy learning and make it where it is a secondary thing, i.e., an automatic part of everyday life not just something that happens in school?
Furthermore, it is the idea that the game is a whole world and you have to figure out exactly what to do or not do. It's a lot like visiting a foreign country. I also think that we learn how to organize in a game so we level of detail, and all the games help organize the material. The game also does away with a lot of inhibitions because they are someone else, not themselves--a new character that they can pick, and it all takes place in a low stress environment. The environment makes it easier to take risks, after all, what is there to lose? Navigation is also a big issue in a game, but because it is built in, it is also less stressful than in a class where teacher expectation etc. are not always so clearly delineated. Games also have tasks that you do in a certain order more or less. The player gets a sense of completion and accomplishment at every level.
However, the biggest issue for me is locus of control which resides in the gamer. The gamer decides where to go and has some flexibility in completing the tasks. This reminds me of student-centered learning or even an IEP. I know I approach this from the learning styles/strategies for a second language learner, but a low risk, non threatening environment where the learner has the control is a class or environment where learning can occur.