The necessary advancement of video games into work-based learning

The use of games in relation to technology in the classroom is a controversial issue. On the one hand, some say that it is an excellent way to improve learning methodology, while others point out that it is not really effective because of the distractions or difficulties it can cause for students, regardless of age.

However, it seems obvious that the development of video games should not be alien to the educational sphere. Firstly, because education and its methods must go hand in hand with technological and social changes, and secondly, because it is a great way of adapting people to the demands of the contemporary world, especially in the workplace. In the case of adults, this is a more urgent task, as this is a group that at a certain age has to adapt to the skills required by the labour market in order not to fall into a situation of vulnerability. This is also true for the elderly, as they are the main victims of the rapid digitalisation of our lives.

Although video games have entered the collective consciousness as a form of entertainment and escape, they have also proved to be excellent teaching tools, in more or less qualified sectors. From video games such as the classic Brain Training to Just Dance show us different cases of how video games can be used to improve skills or learn techniques. For all these reasons, perhaps it is time to make video games more useful for the world of work.

The adaptation of video games to the world of work requires, in addition to the necessary technological means, a well-trained team of people who can transfer their knowledge correctly and effectively to students. This is the first hurdle that video game-based training has to overcome. Another challenge to overcome is the undoubted generational and technological barrier that exists in the older generations of adults. Despite the latter, they would be the greatest beneficiaries of video game-based training. They would learn about a specific subject of their interest, while also acquiring digital skills that are increasingly in demand in the labour market.

However, doubts remain about their appropriateness or effectiveness. Doubts about their appropriateness seem to be diminishing in recent times, but the general feeling about their effectiveness seems to remain unchanged. This type of teaching can be questioned because of the degree of distraction it can cause when studying, because of the lack of difficulty that these activities can have, or because of the lack of adaptation to the needs of the students. These criticisms may be more or less fair, but they do not take into account the novelty of this methodology. Any change needs a trial period, and if we want to make progress in the training of adults and improve their insertion in the labour market, it is worth waiting to see the potential benefits that we as a society can obtain from video games for educational use.