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 theUK
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 21st 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.
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
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.
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 21st 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.
I agree that when a community views video games in a strong negative light it is going to be very difficult to fight for ‘the cause’ to change perceptions when concerned with learning. It’s hard for people to see and accept changes and shifts in education styles especially when they haven’t had and personal experience with this technology. Educators need to help change the widely shared view that games are just “mere entertainment” (Shaffer et al. 2004).The idea of video games as learning tools is hardly what some people would perceive as a contributing to a ‘decent education’. But as Shaffer et al. (2004) expresses we need to be open to new ways of learning for a new information age.
ReplyDeleteThe message that needs to come out to the community at large is the positive aspects that video games can bring to an education setting. Shaffer et al. (2004) believe that video games are important in learning as they let students inhabit new worlds which help students think, talk, and act roles usually inaccessible to them. If the apprehensive community can see learning experiences with video games which include specific criteria, goals, feedback, practice and monitoring they may just realise that gamming skills can be channelled in to an educationally rewarding experience.