While research demonstrates the educational benefits of games designed for learning (e.g., game-based negotiation learning enhancing goal setting), this study explores the potential learning effects of games not created for pedagogical purposes. Past literature suggests a positive link between playing games and learning in political science through network formation and that communication enhances political knowledge. This research addresses three key questions: (1) To what extent can games serve as learning environments? (2) How does gamers' communication contribute to perceived learning of social issues? (3) How do game genre characteristics relate to learning effects? The study applies the concept of gamification to perceived game learning and proposes that gamers of specific genres (e.g., role-playing games, MOBAs, AR games) are more likely to form communication networks, discuss political issues, and participate in discourse compared to players of other genres. Political communication studies support the idea that communication contributes to increased political knowledge, and this study extends this concept to learning in general gaming contexts. The research examines the effects of three communication aspects – communication networks, network diversity, and heterogeneous discussion – on learning of political issues. A national survey of Korean gamers is used to test the proposed hypotheses and framework.

Existing literature emphasizes the learning benefits of game-based learning, highlighting the learner-driven environment and engagement principles applied through game design. Stufft (2018) argues that non-pedagogically designed games can promote learning through interest-driven pursuits. A potential positive link between game playing and learning in political science via network ties is suggested. Squire (2010) indicates that prolonged game participation might lead to a problem-solving orientation and increased confidence, while Beck and Wade (2004) show that gaming fosters collaborative decision-making. Halverson (2012) introduces the idea of participatory media spaces where learning happens through performance. Kahne et al. (2013) highlight the community-building and collective activity promotion aspects of online participatory activities, including gaming. Thomas and Brown (2011) suggest that gaming cultivates citizenship. Boellstorff (2008) views online spaces as cultural tools crystallizing learning and development, while Martin and Steinkuehler (2010) and Steinkuehler et al. (2012) focus on the socialization aspect of online spaces. MMOGs are highlighted as socially constructed worlds where learning about political systems and relationships occurs through collaborative meaning-making and the development of complex social structures mirroring real-world organizations (Williams et al., 2006; Martin and Steinkuehler, 2010).

Ethical guidelines from the author's university were followed, and informed consent was obtained from all participants. An online survey was administered to Korean adults (October 26 – November 2, 2016). From 2162 responses, 403 were removed due to issues like short response time or insincere answers. The study focused on 1362 current gamers (male=768, female=594, age 20-59). Participants provided information on education level, annual household income, and average game play time (2-3 hours/day). Game genre data were collected using single items measuring game play frequency (0=never to 5=very frequently) for RPGs, MOBAs, strategy games, AR games, and SNG/Puzzle/Web board games. Game coplaying was measured using an additive index of game friends and guild memberships, categorized into groups based on number. Discussion network diversity was measured using five items assessing frequency of discussions with various groups (guild members, coworkers, family, random encounters, online/offline friends). Discussion network heterogeneity was measured by assessing the frequency of political discussions with individuals holding different viewpoints, social statuses, and ages. Perceived learning by playing games was measured using three statements about learning socio-political systems, exposure to new worlds, and building trust with new people, using a 6-point Likert scale. Hierarchical multiple regression was performed to analyze the relationship between game genres, gamers' communication, and perceived learning. Demographic variables were included in the first block, game genres in the second, and communication variables in the third.

The model explained 42.7% of the variance in perceived learning. Game play hours (β=0.369, p<0.001) were a significant predictor in the first block. Age (β=0.094, p<0.001) became significant after introducing game genres, suggesting mediation by genres and communication. Game genres accounted for 19% of incremental variance (p=0.00), with RPGs, MOBAs, and AR games showing significant contributions to learning even after accounting for communication variables. Gamers' communication networks explained 10.6% of incremental variance (p=0.00), with game coplaying, discussion network diversity, and heterogeneity all significantly predicting learning. The effects of network diversity and game coplaying on learning were stronger than those of discussion network heterogeneity. The relationship between game play and perceived game learning was significant. The study found that playing RPGs, MOBAs, and AR games resulted in social learning effects, directly and indirectly influencing learning and involving socio-political processes. Communication among gamers significantly facilitated perceived learning. Game coplaying amplified learning, suggesting that game social networks are important for socio-cultural learning. Gamers engaging in diverse and heterogeneous discussions showed higher learning. Heterogeneous discussion positively affected not only tolerance but also socio-political learning. Older gamers were more likely to perceive that they learned about socio-political systems through gaming, implying no age restriction on learning societal and political aspects through games.

This study empirically demonstrates that game genres and gamers' communication networks significantly predict perceived game learning. The positive effect of genres often considered problematic by policymakers highlights the need for a more nuanced perspective on gaming's impact. The findings extend the literature on pedagogy, political communication, and game studies. Gamers' communication networks, similar to the roles of new media in participatory behavior, significantly influence game learning. The socialising roles of RPGs and the cooperative aspects of MOBAs and AR games create learning cultures that facilitate knowledge acquisition and the development of social relationships. The importance of diverse and heterogeneous discussion networks for learning reinforces the notion that exposure to different perspectives fosters tolerance and deeper understanding. These findings counter negative portrayals of gaming and stress the importance of communication networks in the learning process. The stronger impact of network diversity and coplaying compared to discussion network heterogeneity suggests that broad social connections and interactive engagement are key drivers of learning within gaming communities.

This study reveals the educational potential of even non-pedagogically designed games, challenging the views of some policymakers and scholars who focus solely on potential negative impacts. Gamers' communication networks are highlighted as a key factor in this learning process. Future research should explore these factors further, examining specific game mechanics and social dynamics that contribute to learning, and potentially investigating the role of moderation in mitigating potential negative aspects of excessive gameplay.

The study focused on a specific sample of Korean adult gamers and did not explore the experience of younger gamers or those in other cultural contexts. The reliance on self-reported data might introduce biases. Further research is needed to establish causal relationships and investigate the impact of specific game characteristics on learning outcomes.