LAUSR

The present study examined the educational roles of games that were not designed for pedagogical purposes. With respect to the roles of gamers’ communication—communication networks, network diversity, and heterogenous discussion—three specific sub-objectives of the present work include: (1) to examine the extent to which games can be social learning environments, (2) to examine how gamers’ communication contributes to perceived learning, and (3) to evaluate the relationship between game genre’s unique characteristics and learning effects. This work statistically tested a series of research hypotheses using empirical data obtained from a national survey of Korean gamers ( N  = 1392). The results from hierarchical multiple regression analysis indicate that game genres and gamers’ communicative networks were significant predictors of perceived game learning. Importantly, game genres that are considered by policymakers to be violent and addictive were found to contribute to learning. Additionally, gamers’ communication variables that are not closely related to education and politics significantly predicted their learning. Based on the results, this study suggests that game coplaying or gamers’ social networks should be considered important for socio-cultural learning. Moreover, the current study provides empirical evidence that exposure to diverse perspectives during game playing contributes significantly to not only tolerance and deliberative democracy but also the socio-political learning of gamers. In this regard, the present study expands the literature on pedagogy (learning effects), political communication (benefits of heterogeneous/deliberative discussions), and game studies (game addiction/gaming disorder). Thus, this study provides new insights for current research on the educational roles of games.