Online Gaming

http://news.bbc.co.uk/2/hi/programmes/click_online/8908595.stm

In his article, Simmons seems to be reporting on gaming consoles used in homes for entertainment. However, as video games are becoming more accepted as an educational tool I began to contemplate on what the implications would be for classrooms if indeed gaming consoles became obsolete. Simmons explored some general issues including compatibility and speed, but there are still further issues that we as teachers need to consider.

One obstacle that came immediately to mind was that if the future of gaming lies online, government and school policy on internet access for students and teachers will need to change. Already teachers become frustrated when we and our students cannot access websites and applications online due to enforced blocks. As online gaming becomes more accepted as part of best practice and integrated into curriculum, availability of online resources will need to be less restrictive.

One positive aspect of total online gaming for learning is that it can contribute to home-school connections. For example, currently, for students to continue using games they play at school, it is often the case that they need to borrow the CD-ROM. Online gaming allows students to continue these studies at home or in libraries without restriction.

As with any new technology which becomes available in schools, training for teachers is essential to ensure that relevant and meaningful learning for students is taking place. Hardware-free gaming in schools may only be part of the future of learning but the more training and experience we receive with all forms of video games that are being used at present, the easier it will be to integrate new aspects into our classrooms. We should take opportunities to plan for the future of video game learning by building our confidence in what is available today.

David Perry on videogames TED talk

Our Students and the Future of Game Design

In 21 minutes, David Perry manages to cover many aspects of video games for both developers and users.  As I listened to him address and adult audience, I was able to draw some parallels to his experiences and how we as educators can assist our students in using their talents and interest in videogame design.

Perry’s experience into the world of videogame play and design came from introductions by his parents and school to available technology at the time. However, it was through his and his peers’ own initiatives that they studied what was available and began to create what they wanted out of the computers they were using. Now there now are currently hundreds of game design schools around the globe. However, for those students who are unable to access these institutions, educators need to encourage small scale initiatives shown by students so that creative ideas can continue to be expressed, shared and realised.

Interestingly Perry shared the statistic that most commercial videogame players are in their 30s and such the majority of the gaming market is geared toward this demographic. While videogames presented as educational may be developmentally appropriate, what youth choose to play outside the classroom is more likely to be those marketed towards adults. Again, if we allow our students to explore their creative ideas, perhaps more youth will be in a position to design games for their peers which link to real-life issues they face and wish to explore and find answers to.

Perry issues the challenge to consider what videogames will look like in ten years time. The reality is, they will look like what our students dream them to be. As teachers of current and future game designers we have the potential to influence the direction of videogames by supporting and guiding the ideas of our students.