This report detailed the study done by Futurelab into the use of commercial off-the-shelf computer games (COTS) in schools. Futurelab’s study was focussed on:
- The attitude of students and teachers to the use of computer games in schools,
- Identifying the key factors in the use of computer games in schools, and
- The process by which teachers plan and implement games based learning in existing curriculum.
Futurelab followed twelve teachers in four different schools over a 12 month period and at the end of the study made a number of recommendations. The study found:
- There is a generational divide in games play – 72% of teachers don’t play computer games for leisure and 82% of students play at least once a fortnight.
- The use of computer games was motivating – for the majority of students.
- Teacher experience, teaching style and familiarity of curriculum were influential in the success of integrating games into classrooms.
Engagement & Pedagogy
Schools are experiencing lack of engagement by students (Salen, 2010; Gee, 2009, p49) as today’s youth are finding their learning experience outside the classroom much richer through their access to ubiquitous technology. If teachers want to engage their students they need to spend time reflecting and adapting their pedagogy.
The primary reason for including computer games in learning is to engage and motivate the students (Sandford, 2006, p16). This study found that motivation was higher if the students had autonomy in playing the game, and it was a game they were familiar with. These are key findings for teachers who are considering using games in their classrooms. If the primary aim of using games in learning is engagement then teachers need to ensure that are using them in a way which provides the greatest engagement and will therefore lead to improved educational outcomes.
The Futurelab study showed that teachers who had good pedagogical practices were more able to use video games effectively in the classrooms. Teachers with good practices are able to understand their learners, know their curriculum and select the most appropriate resource to help the students learn (Sandford, 2006). My own observations would support this finding; good teachers are those with good pedagogical practices, not necessarily those who use the newest piece of technology.
With the generational divide in game play many teachers would not automatically consider computer games as part of their teaching tool kit. Gee proposes that teachers who are not familiar with technology-based learning should seek out Professional developments programs to help build their understanding of the benefits of using digital technologies (Gee, 2008, p27). Futurelab provided an opportunity for teachers to use computer games in the classroom and learn from their colleagues via collaboration. However they found that teachers did not take up these collaboration opportunities. Futurelab recommends that schools do more to encourage a culture of collaboration. Certainly in my own school there is not a culture of collaboration. Many staff remain unaware of the good practice of other teachers within the school, particularly if they are in another staffroom or faculty. If schools and educational institutions did more to encourage a culture of collaboration I think there would be a significant shift in the pedagogical practice of many teachers. Teachers may be more willing to use the latest technology knowing they had the support of their colleagues.
Gaming as Learning & the 21st Century Curriculum
There are a number of studies done on the various 21st century skills that can be learnt through the use of computer games (Royle, 2009; Sandford, 2006, p50) however this study focussed more on how the attitudes of the teachers and student impacted on the use of games in education.
In the Futurelab study commercially produced games (COTS) were used for both content and skill development. While it was assumed that the teachers who were using games for skill development would find it easier to align the use of games to their classroom the study found that the same degree of structure and support were required by teachers using games for content or skill development. Games will not provide any educational benefit without teachers having a good understanding of the outcomes they are trying to achieve and scaffolding the lesson to achieve them.
The Futurelab study found that there were a number of technical issues and the implementation of games into schools required good relationships between teachers and technical staff. The experience at Quest to Learn shows the value of having additional technical staff employed to assist with technical issues (Corbett, 2010). To gain the full advantage of using games in learning, or any other technology, the government and educational institutions need to consider a staffing model that provides sufficient technical staff to schools.
Ethical & Social Considerations
Futurelab recommends to game developers that there needs to be new approaches to licensing and copy protection so that it is easier to install and run games on school networks (p52). During this study they found a number of issues with the installation of games on the school network, particularly is the program required the disk to be present to play the game. While some of these issues are technical problems and can be resolved there are issues of licensing that can make it cost prohibitive for schools to use games legally across a network.
In the survey conducted by Futurelab there was a significant percentage of both teachers and students who didn’t believe computer games were suitable for the school environment. They either felt they would have no educational value, there would be a better resource, or they would prefer to do other activities and play computer games at home. The success of games in learning will depend on the attitudes of teachers and students. Across a number of cultures there is the understanding that learning must be hard or difficult (Prensky, 2001, p4) and the playing of games is trivial or unimportant. Until there is more widespread understanding about the value of playing games as a learning tool there will some community opposition to the use of computer games in schools.
Conclusion
In conclusion this study provided a number of areas which required further investigation in order for COTS to be used more widely in schools. The recommendations to schools and teachers, which would see an increase in the use of computer games, would also improve the adoption of other ubiquitous technology. Recommendations such as; the promotion of greater collaboration between teachers, more flexible timetabling, clearer understanding of learning objectives and the benefits of using digital technologies, and support from technical staff.
Computer games on their own will not solve student disengagement but they are one tool which may help teachers connect more with their learners (Sandford, 2006, p52). Student disengagement needs to be addressed through teacher reflection, changes to curriculum, changes to school organisation and increased teacher professional development around the use of digital technologies (Sandford; Gee, 2009, p52).
The recommendations made by Futurelab related to games in learning but could apply equally to the inclusion of any digital technology into the school system. The full potential of digital technologies will only be achieved when administrators, schools, parents and teachers all work together with a common goal of getting the best educational outcomes possible while adapting to the changing needs of our students.
Teresa
References:
Corbett, S. (2010). Learning by playing: video games in the classroom. The New York Times, Retrieved 21st September, 2010 from http://www.nytimes.com/2010/09/19/magazine/19video-t.html?_r=2
Gee, J., & Levine, M. (2009). Welcome to Our Virtual Worlds. Educational Leadership, 66(6), 48-52. Retrieved 5th September 2010 from Academic Search Elite database.
Prensky, M. (2001). Fun, Play and Games: What makes games engaging. From Digital game-based learning (Mc-Graw Hill , 2001). Retrieved 7th October, 2010, from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Game-Based%20Learning-Ch5.pdf .
Royle, K. (2009). Crossing borders, blurring boundaries and taking action, Retrieved 21st September, 2010 from http://www.gamebasedlearning.org.uk/content/view/67.
Sandford, R. Ulicsak, M., Facer, K., Rudd, T. (2006). Teaching with games: using commercial off-the-shelf computer games in formal education, Retrieved 30th September, 2010 from,
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