The role of game genres and gamers' communication networks in perceived learning

The study investigates whether commercial (non-educational) games contribute to socio-political learning and how gamers’ communication patterns shape perceived learning outcomes. It poses three aims: (1) assess the extent to which games function as social learning environments, (2) determine how gamers’ communication (coplaying, network diversity, heterogeneous discussion) relates to perceived learning of social/political issues, and (3) evaluate how unique characteristics of different game genres relate to learning effects. Hypotheses: H1: Playing role-playing games (RPGs) is positively related to perceived learning; H2: Playing MOBA games is positively related to perceived learning; H3: Playing AR games is positively related to perceived learning; H4: Game coplaying is positively related to perceived learning. Research questions: RQ1: What is the relationship between playing action games and perceived learning? RQ2: What is the relationship between playing strategy games and perceived learning? RQ3: What is the relationship between social network/puzzle/web board (SPW) games and perceived learning? RQ4: What is the relationship between network diversity and perceived learning? RQ5: What is the relationship between network heterogeneity and perceived learning? The work is grounded in gamification and political communication literatures that link participatory discussion to knowledge gains and posits that socially and collaboratively oriented game genres foster communicative networks conducive to learning.

Prior research on game-based learning shows that educationally designed games can enhance engagement and learning by aligning gameplay with content and maintaining motivation. Beyond explicitly pedagogical games, participation in gaming cultures can cultivate problem-solving orientations, collaborative decision-making, and citizenship skills through participatory media spaces. MMOGs, MOBAs, and AR games create collective environments where players coordinate, share meaning, and engage in peer-to-peer learning within communities that mirror real-world organizational structures (e.g., guild management, hierarchies). Political communication research demonstrates that discussion frequency, network size, and exposure to diverse viewpoints are associated with greater political knowledge and tolerance. However, little empirical work has examined whether non-educational game play and gamers’ communication networks translate into perceived socio-political learning. Building on heterogeneous discussion and deliberation research, the study explores whether network diversity and cross-cutting interactions within gaming-related networks promote learning.

Design and procedure: Cross-sectional online survey of Korean adults conducted October 26–November 2, 2016. Respondents were randomly invited via URL. Of 2162 responses, 403 were removed for data quality; analyses focused on current gamers (N=1362). Ethical approval was obtained; informed consent collected online. Participants: 1362 adult Korean gamers (male=768, female=594), ages 20–59. Education (1–5 scale; M=3.88), income (1–7 scale; M=3.22). Average game play 2–3 hours/day (0–4 scale; M=2.96, SD=0.96). Measures: - Game genres: Frequency (0=never to 5=very frequently) for RPGs (M=1.64, SD=1.67), MOBA (M=1.14, SD=1.56), Strategy (M=1.51, SD=1.71), AR (M=2.09, SD=1.80), SNG/Puzzle/Web board (SPW) (M=0.59, SD=1.14). - Game coplaying: Composite of number of game friends (random encounters, online friends, offline friends; categorized into 0; 1–3; 4–10; 11–410; M=1.16, SD=1.16) and average number of guild members played with (0; 1–6; 7–20; 23–200; M=0.78, SD=1.08); averaged into single index (M=1.19, SD=0.96; r=0.48). - Discussion network diversity: Frequency of discussion in past year with guild members, coworkers, family, random in-game encounters, online friends, offline friends (six items; 0–5 scale). Averaged (M=1.07, SD=1.07; Cronbach’s α=0.89). - Discussion network heterogeneity: Frequency of commenting on politics (including game regulation) with (a) very different ideas, (b) leftists, (c) rightists, (d) different social status, (e) different ages (0–5 scale). Following Scheufele et al. (2004), ideological like-minded interactions were recoded to 0 based on self-placement; other items retained. Averaged (M=1.10, SD=1.13; α=0.66); higher values indicate greater heterogeneity. - Perceived learning by playing games: Three items on 0–5 Likert scale assessing learning about socio-political systems/structures, exposure to new worlds, and meeting new trusted people/friends. Averaged index (M=1.43, SD=1.33; α=0.84). Analysis: Hierarchical multiple regression predicting perceived learning. Block 1: demographics (gender, age, education, income) and game play hours. Block 2: game genres (RPGs, MOBA, Action, Strategy, SPW, AR). Block 3: communicative networks (game coplaying, discussion network diversity, discussion network heterogeneity). Collinearity diagnostics acceptable (no tolerance <0.5; no VIF >3.0).

- Overall model explained 42.7% of variance in perceived learning. - Block 1 (demographics + play hours): Incremental adjusted R² = 13.1% (F(5,1356)=41.947, p<0.001). Game play hours positively predicted perceived learning throughout (β=0.369, p<0.001 in Block 1; β=0.188, p<0.001 in Block 2; β=0.159, p<0.001 in Block 3). Age became significant once genres were included and remained so in final model (β=0.085, t=3.44, p<0.001). - Block 2 (game genres): Incremental variance +19% (F(6,1350)=59.390, p<0.001). In the final model with communication variables included: RPGs (β=0.081, t=3.06, p<0.01), MOBA (β=0.103, t=3.62, p<0.001), and AR (β=0.071, t=2.61, p<0.01) were significant positive predictors. Action (β=−0.011, ns), Strategy (β=0.034, ns), and SPW (β=0.027, ns) were not significant in the final model, suggesting their effects are indirect via communication. - Block 3 (communicative networks): Incremental variance +10.6% (F(3,1347)=73.324, p<0.001). All communication variables significantly predicted perceived learning: game coplaying (β=0.193, t=7.42, p<0.001), discussion network diversity (β=0.217, t=6.78, p<0.001), and discussion network heterogeneity (β=0.138, t=4.70, p<0.001). - Relative magnitudes: Network diversity and game coplaying had stronger effects than network heterogeneity. - Interpretation: Playing RPG, MOBA, and AR genres and engaging in larger, more diverse, and more cross-cutting discussion networks are associated with higher perceived socio-political learning from games.

Findings support the premise that commercial games can serve as social learning environments. Genres with cooperative and community-oriented play (RPGs/MMORPGs, MOBAs, AR) directly predict perceived socio-political learning, likely via socialization, teamwork, and shared meaning-making embedded in these game cultures. Strategy and SPW genres relate to learning indirectly through their association with communicative networking. Gamers’ communication patterns are central: larger coplay networks, diverse discussion partners, and heterogeneous (cross-cutting) interactions all independently predict perceived learning, extending political communication research on knowledge gains from discussion to gaming contexts. Contrary to expectations that younger players might learn more, older gamers reported greater perceived learning once genre and communication were accounted for, suggesting no age barrier to socio-political learning through games. The results challenge policy narratives that portray violent/addictive genres solely negatively, showing they can contribute to socio-cultural learning when embedded in communicative networks. Exposure to diverse and opposing viewpoints within gaming-related discussions appears to enhance not only tolerance but also learning, highlighting deliberative benefits within gaming communities.

The study demonstrates that non-educational games—particularly RPGs, MOBAs, and AR titles—can foster perceived socio-political learning, and that gamers’ communicative networks (coplaying, network diversity, heterogeneous discussion) are key drivers of these effects. These findings provide empirical support for the educational roles of games often considered violent or addictive and broaden perspectives in pedagogy, political communication, and game studies. Policymakers and educators should recognize the socio-cultural learning potential of gaming communities and consider the unique characteristics of each genre and the positive role of interpersonal networks when designing interventions or campaigns. Future work should further explore diverse aspects of gaming, including conditions under which gaming might have negative impacts and how to promote prosocial learning while mitigating risks for vulnerable groups.

- Sample limited to adult Korean gamers; findings may not generalize to non-Korean contexts or to minors. - Outcomes reflect self-reported perceived learning rather than objective knowledge measures. - Focus of the study emphasizes positive aspects of gaming; negative impacts for vulnerable youth are acknowledged but not directly examined.