Schedule
:: Lesson 2 :: Track A
Summaries :: Track
B Summaries :: Both Tracks Summaries
Hayes, Find out who you really are: Adult learning in
virtual worlds
Reading summary/quotes:
This article points out some key attributes common to learning in
virtual worlds, including nonlinearity, multimodality, challenge, and
learning by teaching. Examples include Black & White, Tomb Raider,
and Deus Ex.
Computer games offer a way to better reach younger learners, who have
“hypertext minds” and think in non-linear ways. Furthermore, adult
learners can also benefit from the many aspects of computer-games, such
as experimenting with new identities, learning by exploring, and
learning by teaching. New theories and methodologies are needed to
utilize this new context of computer-game learning.
“…videogame designers are more “learner-focused” than most adult
educators, due to the pressure to create games that will be appealing
and competitive in a rapidly expanding market (p. 2).”
“…games are typically challenging, requiring considerable skill,
strategy, and mental prowess (p. 2).”
Discussion points/questions:
- What assumptions are made about learning for adults from
games?
- How can having a new identity motivate learning?
- How do “god games” have different types of learning opportunities
for adults?
- Why are computer games effective as a means of overcoming some of
the shortcomings of current e-learning?
- Why are new ideas about learning necessary to better understand
computer-games as educational tools?
- What is the difference between learning and understanding?
- How can games like B&W be used in formal learning? (Can they,
or are they just for informal, non-school learning?)
Kirriemuir, Video gaming, education and digital learning
technologies
Reading summary/quotes:
This article lays out some basic definitions for gaming and learning
technologies. It also addresses the different ways that games are
accessible. For example games are played on PC’s, XBOX, PS2, Game Cube.
These formats are discussed and compared. The use of game consoles in
education is addressed, including an interesting piece on using
handheld game consoles such as the Game Boy in learning. Several
advantages and challenges are identified. Future directions for gaming
in education are also mentioned. The video game industry is very large,
with high percentages of both male and female players. There is great
educational potential with video games, provided there is a strong
interdisciplinary approach taken in their development (teachers develop
content, game designers add entertainment value, artists design
characters, etc.). Networked game play offers further advantages for
social, small group interaction, especially via the use of handheld
devices.
“Essentially, most video games can be viewed as simulations of some
form (p. 2).”
People play video games because of “…three main reasons: fantasy,
challenge, and curiosity (p. 3).”
Gaming has large potential for multi-disciplinary work “…geography and
urban planning are associated with in-game landscape…the arts for
character development; and music for sound effects (p. 7).”
One reason why “edutainment” software has failed is largely because the
software “…seems to contain gaming or entertainment components designed
by a teacher, and learning components designed by a games designer,
whereas it should be the other way around (p. 9).”
“…even in the face of growing anecdotal, empirical and pedagogic
evidence of the benefits of gaming when correctly incorporated into a
learning environment, some will still cry foul because games are…well,
games (p. 13).”
“For education, what is needed is more high-quality user-relevant
software, combining the best game techniques (contributed by games
designers) and proven learning techniques (contributed by teachers),
implemented on consoles with which learners are familiar, rigorously
tested, independently evaluated, and widely publicized (p. 13).”
Related articles/class discussions:
- BECTA article (Lesson 5 Track A): From page
2 of the 2002 BECTA Survey, item #7: “However, there was significant
reluctance to consider the use of such consoles in the classroom, due
to their marketing as hosts of purely “fun” software…”
- Kirriemuir
& McFarlane article: To help overcome the point above, “…the
software is not mentioned…as being a game, but as “software”, “a demo”,
“a simulator” or some other more study-oriented description.”
Discussion points/questions:
- In what situations would a GameBoy be useful for education?
- What learning software or games would you develop for a GameBoy (or
similar portable, networkable handheld) if you could?
- Is the idea of having schools play against each other feasible?
What type of learning could be done here?
Kirriemuir & McFarlane, Use of computer and video games
in the classroom
Reading summary/quotes:
This paper highlights trends in computer gaming relating to education.
It reports on the second round of a survey know as BECTA 2003, which
seeks to uncover how and where video games are used in schools. The
survey is interesting in that it focuses on the use of so-called “pure”
video games, which are commercial, non-educational console or PC games.
It found that very few of these kinds of games are being used in the
classroom. Some teachers adapt games to serve different instructional
purposes then originally intended by the creators. Games like Sim City
and Rollercoaster Tycoon are being played and used as learning tools.
Other games are used as rewards for good behavior. When games were used
in schools as research projects, measuring learning was difficult.
Other challenges included extra distracting game content that could not
be disabled. Some games had extra features which added unnecessary
complexity or tempted the users to diverge from the intended learning
outcome. It should also be noted that the games provided a topic for
extended discussions among students as they explained and justified
their game-playing strategies
“Pupils justified their choices of actions to others in their group;
discussed strategy to a depth which would make an army commander proud;
and came back after school to continue, often in groups (p. 6).”
Discussion points/questions:
- Does “pure” gaming have a place in school? What kinds of games
might be appropriate, other than simulations?
- How can game designers make games that teachers are more likely to
integrate into their curriculum?
- Why aren’t games more widely recognized for their educational
potential?
Contributors: Tom Caswell, Marion Jensen, Jennifer Jorgensen,
Jon Scoresby, and Tim Stowell