Computer games can teach schools some lessons
ScienceDaily (2010-03-02) -- If schools adopted some of the strategies that video games use, they could educate children more effectively, according to experts. ... > read full article
Response to news article, by Karen
Arizona State University Professor James Gee is an advocate for the educational potential of video games, and his recent work has focused on the learning principles inherent in video games and how these learning principles can be applied to the classroom, opening doors for new possibilities in teaching and learning.
Traditionally in many classrooms, curriculum content is delivered at the beginning of a unit of work, and Gee argues that one way video games optimise learning, is by providing information when it is needed rather than all at once. I would certainly agree that receiving information "on demand" can reduce that overwhelming feeling of metaphorically "drowning" in a sea of information. Furthermore, Gee describes the motivational state created by video games as a "pleasantly frustrating" environment; one that is challenging but ultimately doable. If students are engaged and motivated in this active and participatory medium, is it fair to assume learning is happening?
Gee identifies yet another strategy employed by many game designers, known as "Modding". Construction of new knowledge results from players creating new levels or scenarios in a game, thus encouraging higher order thinking, and leading to deep understanding. Perhaps Confucius had video games in mind when he said "I hear, I know. I see, I remember. I do, I understand."
Gee articulates the controversy surrounding assessment in education, and explains how video games marry learning and assessment by providing continual feedback to the player and the collection of information about players' performances. Assessment is about gathering information about a student's performance and using this information to ensure they continue to achieve by moving forward in their learning. According to Elliot Masie, editor of Learning TRENDS, games allow learners to "fail to success", providing a safe environment for situated learning to occur.
It is exciting to read emerging views concerning gaming and education, and James Gee hits the nail squarely on the head in this article when he suggests educators adopt some of the learning strategies evident in video games. Gee implies that if we replicate the "situated learning" environment that is inherent in good video games, students can become immersed in a problem-solving space whether they are playing a game or not.
Whilst I agree with the advantages of ‘on demand’ information, as educators we need to ensure the self-paced nature of games does not result in students lagging so far behind that they never receive most of the information e.g., the game becomes too difficult to progress, or students decide that they are having fun and make no effort to push themselves forward. There seems to be a lot written about games and motivation but I very little about how to manage classroom practice with the use of games. As you say in your post “... is it fair to assume learning is happening?” I think it always a mistake to assume that learning is taking place, which raises the question: “In the current climate of accountability, how do we assess the learning taking place during game play?”
ReplyDeleteI understand Gee’s point about games providing ‘assessment’ through continual feedback and access to new levels. However are these forms of assessment likely to be accepted by education administrators and parents?
I agree wholeheartedly with you that emerging views on gaming in education are exciting and that we need to work harder at incorporating games features, such as instant feedback and information on demand, into our practice. However, I think we have a fair way to go yet, with games, when it comes to ironing out bugs and working our way through issues such as covering mandated curriculum content and assessment.
(by BurnBabyBern)
Gees comments about assessment and learning resonate with my own thoughts. Throughout my teaching I have felt that too much of our focus is on the assessment task and not enough on learning. It is only through discussion with primary colleagues that I have come to realise that this is a very secondary focus.
ReplyDeleteIt would be fantastic if we could adopt some of the techniques used in game play to gather information about a student’s performance along the learning journey and provide them with continual feedback rather than waiting for them to produce the end product, which as become essential to our learning process (Royle, 2009). While I see many teachers asking to see drafts of student work, lack of time and other commitments often mean that teachers may only provide feedback to a student once prior to them submitting their final assessment piece.
The fact that games allow learners ‘fail to success’ is a strategy that I would love schools to be able to emulate. In schools we do not reward or encourage failure there is usually only limited opportunity for students to continue working on a project or have multiple attempts at assessment items. Schools are geared to set timeframes and we move onto the next topic, subject or year level regardless of the completion or understanding by the students.
I would certainly agree that Gee makes some very valid points about what educators can learn from video games; providing information when required, motivating students, providing opportunities to create new knowledge and blending assessment and learning.
Teresa
References:
Royle, K. (2009). Crossing borders, blurring boundaries and taking action, Retrieved 21st September, 2010 from http://www.gamebasedlearning.org.uk/content/view/67.