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A round of applause for Vygotsky! |
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The tasks facing the player must feel doable but challenging at the same time. As a result, when help is required only minimal hints are needed. This is similar to an educational theory called the “zone of proximal development” which holds that there are a variety of things a student can accomplish with a little assistance. This is the zone of proximal development that Vygotsky (1978) talks about. Games provide this kind of challenge where they promote learner autonomy and metacognition. Players are most motivated to learn when a game operates within, but at the outer edge of, their sphere of competence (Gee, 2003).
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