GAMES

As conveyed by Ryle (1949), play is a disposition towards the world and is way to view oneself in the world and the several possibilities offered in the world. Games based learning is significantly different to standard pedagogical teaching (Thomas and Brown, 2007). Online games allow for students to ‘learn to be’ as they are immersed in a virtual world and are provided with different ways of thinking and learning, compared to ‘learning about’ through traditional forms of teaching (Thomas and Brown, 2007). Furthermore, Gee (2005) states that players are provided with embodied experiences where they feel as if they are within the game system they are playing, allowing players to develop situated understanding (Shaffer, Squire, Halverson and Gee, 2005). Through gaming, players are entitled to take risks and use failure as feedback and as a learning point to start again (Gee, 2005).

As stated by Prensky (2007), there are two types of educational games – mini-games and complex games. Mini-games may have several levels but are based around the same mechanic, and take a short amount of time to play. An example of a mini-game is games made from the program Scratch. Students may create and play mini-games for learning and practicing skills from any KLA they are learning about. Customising games should be about the individual students’ interests, abilities and learning styles (Gee, 2005). Lim (2008) portrays that when students design their own games based on their understanding of the curriculum, they are empowered and more likely to engage in their own learning.

In the tutorial, students were invited to create a game using Scratch. After watching the video tutorial of the ‘animate and adventure’ game, I created this game, which allows for problem-solving, computational and creativity skills to be developed.

Complex games on the other hand, involves simulation, action and quests. Quests provide a task that is to be completed, information about resources that are required and a reward for completing the task (Thomas and Brown, 2007). Quests focus on contingency, possibility, and being aware of one’s surroundings. By engaging in games, players have a sense of agency. Complex games are time consuming and take over 20 hours to complete, and requires skills, goal setting and teamwork, and can be linked to KLAs. Examples of complex games include World of Warcraft and Minecraft. Complex games that are integrated over a unit of work are a motivating and engaging way for students to learn. Multiplayer online games require avatars, mechanics and a social, economic and cultural network (Thomas and Brown, 2007) that creates meaning and impacts the players’ experience. Gaming incorporates elements such as narratives, a points system and challenges into the virtual environment (Prensky, 2007). Combining virtual worlds and online games allows for imaginative thinking to be combined with a new form of learning (Thomas and Brown, 2007).  

ISSUES

Although online games are an engaging way to learn, creating and playing games are time consuming and require a lot of effort. Schools and classrooms may not have the flexibility to introduce, explore and reflect on online games. There may be technical issues, a lack of technical support, and teachers may lack confidence in teaching through technological games (Prensky, 2007). Games may also be viewed as a distraction and students may develop addiction.

References:

Gee, J. (2005). Are video games good for learning? Keynote address at Curriculum Corporation 13th National Conference, Adelaide, August 2006.

Gee, J. P. (2005). Good video games and good learning. Retrieved from: http://dmlcentral.net/wp-content/uploads/files/GoodVideoGamesLearning.pdf

Lim, C. P. (2008). Spirit of the game: Empowering students as designers in schools?. British Journal of Educational Technology, 39(6), 996-1003.

Prensky, M. (2007). Students as designers and creators of educational computer games. Retrieved from: http://www.marcprensky.com/writing/Prensky-Students_as_Game_Creators-.pdf

Ryle, G. (1949). The concept of mind. Chicago: University of Chicago Press.

Shaffer, D. W., Squire, K. D., Halverson, R., & Gee, J. P. (2005). Video games and the future of learning. Phi Delta Kappan, 87(2), 104-111.

Thomas, D., Seely Brown, J. (2007). The play of imagination: Extending the literary mind. Games and Culture 2(2), pp. 149-172. Retrieved from:http://www.johnseelybrown.com/playimagination.pdf