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
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
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