Hasten slowly

by Margaret McKay-Lowndes

Investigating video games for learning, there are three major aspects which have emerged for me as a contemporary educator: the need for students to develop media literacy around video games; the need for teachers to know about and understand the digital literacies that their students are engaging with outside of school; and the divergent nature of video games. There are probably many other considerations, but if we are to ‘approach with caution’ and set realistic goals for introducing new media into the classroom, it is probably wise to ‘hasten slowly’.

Video games are clearly embedded in 21^st century popular culture, and come in many different forms, whether strategy games, creative games or ‘shoot-em-up games’. Added to this, there are ‘edutainment’ games, where game producers have based the gaming activity around mathematics and spelling drills. It could be argued that many of the popular games have more educational value than the latter, because the popular games rely on team building, strategy planning and clear communication for success: skills which are necessary for developing 21^st century literacies. Jenkins (2006) advises that “new literacies almost all involve social skills developed through collaboration and networking". Furthermore, the New Media Consortium (2005) declares that unlike the traditional notions of language and literacy, which are primarily unimodal and textual, this new form of communication and self-expression occurs multimodally incorporating visual and aural elements with textual elements, and an immediacy which itself is a di­mension of the new language.

Given that video games are part of the new media, and are here to stay, it behoves educators to incorporate games into the critical literacy curriculum, to equip young people with the skills they need to negotiate their way around the information presented and the persuasiveness (Williamson, 2009) of these non-literary texts. An example cited earlier about Age of Empires III is relevant here – the history presented in the game is not entirely factual. Students need to be award of this to make informed decisions and develop factual knowledge. As an educator, my intention would be to include video games in lessons about media literacy, whether it be in the English curriculum or the History curriculum. Reviews, traditionally applied to books as an assessment strategy, could be applied to video games as well. Approaching with caution, the games and novels to be reviewed would be pre-selected to ensure appropriateness. There are probably many other ways to include video games in the conversation about media literacy, and awareness of this need will inform my future practice.

Secondly, educators need to know about and understand the digital literacies with which students engage outside the classroom, in order to plan and present engaging pedagogy. During this term, a survey of 180 students in Year 8 and 9 was conducted to discover how many students regularly played games; which games they played; and how often.  A news article from the BBC (2010) reported on the work of TEEM in the UK, and provided a list of commonly played games, which was used in the survey of Year 8s and 9s. Whereas much of the research around video games puts the game playing habits of teens around the 97% mark (Williamson, 2009), with the small local sample it was clear that while the majority of students did not engage at all with video games, a small percentage engaged to an extreme extent. Another group of students nominated games which they regularly played, and this provided a useful insight into the types of games which gain both parental approval, and teenage engagement. The information from the survey provided valuable information about this particular group of students, in this context, at this time. The results indicate that one way to introduce video games into the curriculum might be to offer them among other media, as texts to be studied, so that those interested would have the opportunity for engagement. In the future, my teaching practice will include similar surveys to find out where the students ‘are at’ in terms of digital literacies.

The divergent nature of video games, referred to earlier, is another aspect to be aware of as an educator. This points to the importance of game selection when designing pedagogy. Just as a class novel is chosen with great care, so must video games for the classroom be selected with care. Ideally the game would satisfy curriculum content, and be attractive to students; or be presented in such a way as the lessons would engage the students in higher order thinking skills, whether by actually playing the game, or thinking, analyzing, critiquing and communicating about it. Game creation, based on a model is another possibility which would demand careful selection of appropriate games as models.

Finally, awareness of video games (and digital media generally) will inform my future choices around professional development. Education Queensland’s web page “Games in learning” provides a blog for teachers where issues can be discussed and innovations shared. Video games will become yet another strategy to put in the teacher tool kit, in the never ending quest to engage young people in learning.

References

BBC News: Education. (2010). Video games stimulate learning retrieved 3 October, 2010, from http://news.bbc.co.uk/2/hi/uk_news/education/1879019.stm#map


Jenkins, H., Clinton, K., Purushotma, R., Robison, A.J., & Weigel, M. (2006). Confronting the challenges of participatory culture: Media education for the 21st century.  MacArthur Foundation.  Retrieved  18 July, 2010, from Queensland University of Technology Course Material Database


Education Queensland. (2010). The Games in Learning Project retrieved 1 October, 2010, from http://www.learningplace.com.au/defaulteqa2.asp?orgid=35&suborgid=614

The New Media Consortium, (2005). A Global Imperative – The Report of the 21^st Century Literacy Summi.  Retrieved  15 August, 2010, from  http://www.nmc.org/publications/global-imperative


Williamson, B. (2009). Computer games, schools, and young people: a report for educators on using games for learning. FutureLab. Retrieved 25 September, 2010, from www.futurelab.org.uk/projects/games-and-learning

The Jason Project

The Jason project is an online resource that contains  free downloadable curriculum packs and access to the corresponding learning video games and digital lab.  It is in partnership with National Geographic to make available earth sciences learning resources. The site has a range of science based units such as ‘Operation: tectonic fury’, ‘Operation: resilient planet’ for example.  The videos above show teachers incorporating these resources into their classroom.

This online resource gives participants the opportunity to become a member of an online learning community. This is an important learning environment as Shaffer, Squire, Halverson, and Gee (2004) suggests that online social and cultural worlds help students learn by integrating thinking, social interaction and technology that come about by them doing things they care about.  Johnson (2001) explains that in communities of practice constructivist techniques are present and this enables learning to take place.  The online community here gives students and teachers a valuable tool here to enhance their learning in a supportive active way.  I think that this would be a great link to a unit giving an authentic real world connection to the content being studied.  Students will have the chance to talk with other students and experts from around the world which will promote substantive conversations on these issues which will consolidate their learning.

This resource also contains smart board lessons, lesson plans, work books and video games to fit in with the unit topic as well as tutorials on how to use the video games provided.  This I believe is important as students can loose interest quickly when they can’t operate a game therefore compromising the learning.   Bourgonjon, Valcke, Soetaert & Schellens (2009) research suggests that ease of use of a video game has significant relationship with successful engagement and learning opportunities.  Overall I think that this could be a valuable resource when integrated into a science unit and is definitely worth a look.

It all started with a Big Bang

YouTube, The Big Bang Theory, World of Warcraft, The Sword of Azeroth! available at http://www.youtube.com/watch?v=OEkmO3gQQAs (embedding code not available)

The Big Bang Theory is a popular comedy about a group of four very intelligent friends who are physicists, scientists and engineers. The show presents the stereotypical ‘nerd’ and explores the interests which are widely believed to be in their domain. In this clip, the lads, Sheldon, Howard, Raj and Leonard are playing a computer game and demonstrating the kind of engagement that educators can only dream of. This presentation gives rise to many questions around video games in popular culture, and video games in education.

Firstly, the characters in the clip are all highly intelligent, at the top of the education ladder. Is it being suggested that this is the only type of person who engages in gaming? Schleiner (2001, quoted in Mitchell and Savill-Smith, 2004) says “at its most extreme, a new type of subject/player is emerging, who takes her or his game play very seriously. This person is often called a ‘gamer’”. It would be interesting to find out more about the ‘gamer’ – his or her typical academic ability and demographic for example. Anecdotally, at a local high school, the teenagers who report an extreme interest in gaming vary greatly in their academic ability. Bruno, quoted in Mitchell and Savill (2004) reports that "teacher defined 'at risk' students display strong preferences for non-directed time-consuming activities such as wathing television and playing computer games".

Secondly, does the clip suggest that gaming goes hand-in-hand with higher order thinking skills? And if so, which comes first, the skills, or the interest in the game? That is, do students who are capable of higher order thinking skills find themselves drawn to video games, or is it the other way around – does engagement in video games stimulate participants into engaging with higher order thinking skills?

Thirdly, the clip demonstrates the kind of knowledge base that gamers develop – how to get the Sword of Azeroth. While acknowledging that the strategy, team building and problem solving skills involved in achieving this goal are essential in the 21^st century (one only has to consult the current curriculum provided by the Queensland Studies Authority) how can this knowledge be usefully applied in the real world? In an ideal world video games could tick the boxes for QSA  curriculum content and still retain their interest for teenagers.

Finally, one note on the issue of online identity. Amusingly, Sheldon states “I am no longer Sheldon, I am the swordmaster”. The swordmaster is a ‘rogue knight elf’ ruthlessly opportunistic, immediately attempting to take advantage of his victory by selling the prize on eBay. The character of Sheldon is not as ruthless as his online persona. The ethical educator would not want to encourage students to participate in online activities in such a way that their own personality is squashed. In one jurisdiction’s recent implementation of the 1:1 laptop scheme, rules around online identities were clearly identified.

Reference:
Mitchell, A. & Savill-Smith, C. (2004). The use of computer and video games for learning: A review of the literature. Retrieved 18 October, 2010, from http://gmedia.glos.ac.uk/docs/books/computergames4learning.pdf

And here is the news….

by Margaret McKay-Lowndes
BBC News (Education) 2010 Video games stimulate learning available http://news.bbc.co.uk/2/hi/uk_news/education/1879019.stm#map accessed 3 October 2010

This news article stimulates thinking about a few roadblocks in the “education + video game” debate: mapping video games with the school curriculum; credibility; and the commercialisation of education. Furthermore, the list of researched games provided, invites speculation about which games might be played locally? Is there a participation gap (Jenkins, 2006) around video games? Therefore, how useful are video games in engaging all students in a classroom?


Earlier, a blog entry identified the problem of mapping video games with the school curriculum. Knowledge of facts is still a large part of assessment strategy, however, the choice of vehicle by which knowledge is gained allows for some flexibility. Therefore, students could gain knowledge about business studies and indeed, ethics, for example, from the game RollerCoasterTycoon, especially with teacher guidance.  As the article identifies, the choice of game is key when considering using video games in the classroom. Credibility could easily be comprised if poor game choice is permitted.
Imagine a teacher suggesting that some of the more graphic games could enhance learning? Against a background in which a back-to-basics approach is valued, exemplified by the execution of the NAPLAN, parental outrage would be likely, undermining the educational credibility that schools crave.


The commercial aspect of video games is also a concern. A recent discussion with a salesman from the local games store highlighted that video games marketers would rub their hands with glee, if they could have access to the education market. However, some would argue that this is no different to textbook publishers making a living from the needs of schools.


The list of games provided by the article stimulated some rudimentary local research. A teacher was inspired to ask 180 Year 8 and 9 students (12-15 year olds) whether they played the games listed by the BBC article, and to specify which games they were in the habit of playing. Overwhelmingly, the majority of students reported that they didn’t play video games, while a small cache of students admitted to playing Halo, World of Warcraft and Call of Duty. In some cases, the reported time devoted to these games was a little alarming. Although this research was conducted at a very simple level, it indicates a participation gap (Jenkins, 2006) –  therefore would video games engage all students, or just those who are familiar with them?
http://news.bbc.co.uk/2/hi/uk_news/education/1879019.stm#map

Why teachers should bother about video games

As some educational authorities such as Education Queensland and Learning Teaching Scotland are experimenting with the effectiveness of incorporating video games into classrooms the question of why becomes more important for teachers to understand (Williamson, 2009).  Why is it imperative to include video games in the classroom when teachers on the whole are not highly engaged in this technology and  why should this technology be accessed in classrooms when there are so many negative associations with video?   With such perceptions in the wider community fuelled by sensational news coverage and stereotyping of adolescent game players it is vital for education authorities and teachers to be very clear in their understanding and make a compelling case as to why video games can deliver significant and unique learning outcomes and why educators should bother with them. 

Loh  (2009) states that “… nearly all (99% of boys and 97% of girls) teenagers report playing video games regularly as a preferred pastime” (p.1).  The figures in the UK also suggest that although not all children play video games it is a significant culture activity for youth (Williamson, 2009).  If one is to accept many of their students are engaged with this technology and it indeed is part of popular culture does this alone make it necessary to teach video games in schools?  Buckingham and Burn (2007) argue that high participation rate requires games to be studied critically and this is best done by students being involved in creating games.   One could argue quite correctly for teaching critical literacy under the auspices of English or Media Studies however some scholars would posit that video games hold much greater possibilities than just text to be understood through critical evaluation. 

James Paul Gee (2008) proposes that good video games are a powerful learning medium and need to be understood by teachers because they integrate good learning doctrine and have much to teach us about learning.   Gee explains that we learn through experience which we use to run simulations that prepare us for “problem solving in new situations”, however certain conditions must be met in order for effective learning to occur (p. 21).    Gee argues that it is these conditions, namely, specific goals, immediate feedback, opportunities to practice, interpretation through action and learning from peers and experts, all found in video games, that make them powerful learning experiences.   In games this learning occurs within a social setting with particular cultural currency and gives learners points of reference in which to make sense of their experience.  If good games incorporate these learning features and afford the player such experiences then they become a powerful learning tool.   Katie Salen (2008) explains that the phenomena of learning about games must take place whilst involved in the playing of the games.  Teachers therefore need to at the very least, play games in order to externalise and deepen understanding of the elements of human thinking and effective learning and use the experiences to  reflect on applying these learning theories in classrooms (Gee, 2007; VanEck, 2007). 

Gee (2008) explains that when playing video games players are placed within a “situated learning matrix”, the very game itself, which allows players to take on an identity which permits “a way of being in the world” (p.24).   It gives opportunities for players to draw resources from authentic communities and their related practices and to inhabit worlds that would not be accessible in any other way (Shaffer, Squire, Halverson & Gee, 2005).  Games then are a powerful tool for our learners as it allows for alternative perspectives to be experienced and hence teach the thinking that is needed to tackle problems within specific domains.  Teachers have been using simulations and role plays effectively within classrooms as learning tools but good video games employ production values and technology with particular content and context that help to make the experience much more authentic.

                                                                                                                            

Video games incorporate models to assist with the games in the form of maps and plans and provide modelling through avatars that hold some of the knowledge that is necessary for the game (Gee, 2008).   In learning theory, models and modelling are a recognised form of knowledge  building as they allow for thinking to make the concrete more abstract and allow for generalisations to be formulated (Gee, 2008).   This ability to generalise allows for knowledge to be transferred and is evidence of learning.   Transfer cannot be taught by a set of rules but rather develops through continual exposure in a number of different contexts over a long period of time (Van Eck, 2007).    Video games allow for this exposure in a variety of domains and as such are powerful learning tools that should be harnessed within our classroom context (Jenkins, 2005).   Teacher should be concerned with planning many and varied experiences that help students make connections that illuminate and make sense of their world and their experiences within it.  They should be concerned with helping students with metacognition and video games provide one powerful tool for teachers to do this. 

Distributed knowledge is promoted when playing video games (Gee, 2008).  This is concerned with integrating an individual’s knowledge with tools or others’ knowledge which, when combined, allows the individual to “act smarter” than if the knowledge building was solely an individual endeavour.  This could be the very description of the 21^st century work place where an ability to work in multi-disciplinary teams, using the available technology to solve problems creatively is the model that will be valued (Sebastian Loh, 2009).  Video games promote this by the tools that are available within the game and the communities that build up around the game.  This facility can help to give currency to the experiences within a classroom. This coupled with the deep engagement by players, due to a perceived lower risk of failure, and the pleasurable competitiveness experienced when playing games, at least positions games as an avenue worth investigating for educators (Jenkins, 2005; Gee, 2008).  

Students today live in a technological age that allows the individual to experience the world in new ways.   Educators need to harness that technology, rethink practice and provide experiences that students need to engage in the rapidly changing environment.  Good video games might just be one way that this might begin to happen in the classroom. 

Transformational Practice for Moira

We are educating our students to live and work in a world that is more and more dependent on technology.  These technologies are the tools that our students will manipulate in order to engage with knowledge and the world of work.  Jenkins describes this as a “participatory culture”, one in which students not only consume media but produce and create using the same medias (Jenkins, 2006).  If students are to be equipped for the 21^st century then they need to be equipped with 21^st century skills.  How do we as educators incorporate these demands in the classroom?  

Good video games allows for innovative pedagogy in the classroom.  We could argue for their use as a means of teaching necessary technological skills that students will need in the world today.  These games are highly engaging allowing students to practice these skills in a variety of situations.   Some games also offer the opportunity for students to engage with specific content that is needed to build deeper understanding in particular subject areas.   But even more than these obvious uses of games in the classroom they encapsulate good learning theories and playing and using games offers teachers access to this (Gee, 2007).    

Incorporating video games in the classroom would be challenging for me as I have very little experience with this technology and have discovered that I do not possess the necessary skills to play even quite simple games adequately.  This would need to be the first thing that I focus on.  I need to play games in order to develop skills that would at least give me the opportunity to understand how games are constructed, their complexity and the learning opportunities that games afford.   To fully understand games potential I must first begin to become literate in games by playing and using the hardware and software associated with video games.  I also need to engage with the huge variety of genres to fully realise the potential.  It is this knowledge that will allow me to reflect on the opportunities that video games allow and to plan for effective use within the classroom setting.   

However I can begin to use games in limited way in my classroom whilst developing these literacies. Whilst understanding that games possess greater potential other than just as novelty for pupils, I would begin with using my expertise.  My expertise as a classroom teacher is designing teaching and learning opportunities to meet the needs of my students.    Using current teaching units I would look at games resources that are available and incorporate these as a way for students to learn necessary content.  An example of this would be the ABC Catchment Detox game whilst completing a unit on Human Impacts on Healthy Waterways.   In order for students to socially construct their learning these types of games can be played in groups with decisions being made collaboratively.  Keeping game journals would also allow the opportunity to reflect and compare decisions made in order to discuss the effectiveness of decisions. 

A second approach to use of games in the classroom is to use games as a text to be studied.  This would require that students were familiar with the various genres and requirements of games in order to critically assess the effectiveness.  Sights such as YoYo Games could be used as a means for students to play the various games.  To allow for the critical aspects of gaming literacy the students could review the various games that they play in order to rate them.   It would be necessary for students to be cognisant of the structure and purpose of games in order to rate them.  This would be the role of the teacher to help students to deconstruct the various components of games and decide what constitutes effective games.  This would involve developing for students a metalanguage in which to discuss games, which is the first step in critically evaluating games they experience.

A further application of games in the classroom would be challenging teachers allowing students to produce their own games in the classroom.  Developing their own games allows for students to develop greater understanding of content and deepens metacognition (Dipietor, Ferdig, Boyer and Black , 2007).  Many games provide software for students to create their own games and there are many web based sites which also afford students this opportunity such as YoYo Games.  Sebastian Loh (2009) makes the argument for teachers to use modding as a means of producing serious games using educational concepts that are to be taught.  These skills would be part of the literacies that I as a teacher would individually build around games. 

Mentoring has always been an effective form of learning and I would actively seek mentors who are already using video games in the classroom.  The OZ_TL listserv would be an excellent way to make contact with those teachers who are already using video games in the classroom and use their models of engagement as a starting point for a novice like myself.  This would also result in the sharing of online resources that are available to teachers as inspiration for further use.   Web sites such as Top 100 technology blogs for teachers are a good starting place. 

Gaming to learn

This article is from the Times of India looking at a couple of perspectives on whether video games can become a part of the school curriculum.  Initially this article describes current teaching practices in India to be only fit to produce factory workers. Poor India if this is the case! I have no personal experience with India’s education system but I don’t have quite the same dramatic opinion of Australia’s educational system. There is definitely room for improvement in the adoption of innovative teaching technologies here but a lot of teachers that I have come across are trying to design student centred, higher order thinking learning experiences for their students.

The article goes on to explain how video games are excellent learning tools that promote creative, thinking learning and improve comprehension, reaction time also providing students with the ability to handle failures and enhance intelligence.  Gee (2004) agrees and recognises that video games can provide powerful learning environments. I definitely see the potential for using video games in learning contrary to my limited experience with them. Yet this quote from the article “when will people realise that learning has to happen entirely from experiences in real life scenarios” (facilitated by video games) (Paul, 2010) made me wonder if there can’t be a balance of traditional and digital educational mediums. I agree that real world connections and authentic experiences consolidate deep learning but I still think that there is a place for traditional mediums and that they can successfully coexist with digital media and video games in an educational setting.  

Van Eck (2006) explains how today’s ‘digital natives’ have become disengaged with traditional instruction. If in the future video games and digital media are the only ways that children will be able to process knowledge successfully and learn are we doing our jobs as educators to equip them with skills they need to learn in a variety of environments and situations?  Does this mean students in the future won't be able to learn from the ‘boring old’ book?

Golda Mangan