Integrate video games into education

For a long time, the majority of educators have been argued the negative effects of video games, such as violence and sex (Seth, 2005). As a teacher in a high school in China, I have met a considerable amount of students give a poor performance in their studies because they are addicted to computer games. Some of them even commit a crime because of the violent and sex-related content in video games. Most of the time, if Chinese teachers find a student who seems is indulged in video games, one of the most common solutions is inviting his parents to school and asking them to send their child to a certain kind of schools which is specialized in curing this addiction. We believe that video games will definitely play a harmful role in students’ life. However we neglect the factors that “on average, teenagers spend as much or more time playing videogames than doing homework” (Mayo, 2009, p.80) and it is only a dream for teachers that “students spend the amount of motivation, attention, passion and critical thinking on their class that some students do playing videogames” (Jackson, 2009, p.291). Since it seems that it is hard for students quit playing video games, is it possible for our teachers to integrate video games with education? Maybe in this way, playing can become a motivation for learning. In an article written by Aguilera and Mendiz (2003), the benefits of combing video games with education are justified.

The journal article Video Games and Education (Aguilera & Mendiz, 2003) firstly points out the limitations of previous studies which only illustrates the negative effects of playing video games and then proves the benefits of using video games in teaching through three psychological perspectives: the affective aspect, the connate perspective and cognitive dimension.

To begin with, this article reviews some previous studies which indicate video games are harmful to students or even adolescents. During 1980s, researchers commonly believe that video games are “colossal time-wasters” (Aguilera & Mendiz, 2003, p.7). They tried to calculate how many hours children used in playing games. Some of them even conducted the studies which aimed to alleviate the addictions of video games. This measurement only lead to “an alarmist or apocalyptic perspective” (Aguilera & Mendiz, 2003, p.7), because there is no standard of the length of time used on study and using longer time in studying does not mean having better quality of education. When comes to 1990s, the scientific community openly showed their disbelief of the advantages of video games and pointed out that video games were a meaningless type of entertainment. At the same time, with the trend of focusing on the detrimental effects of the mass media on children, some researcher studies believed that there were a parallel relationship between playing of video games and the rising violence among children and adolescents. Nevertheless, they draw their conclusion merely based on the fact that the percentage of people who chose educational video games was relatively small compared to those who chose other genres’ games. The limitation of this study is that choosing non-educational games do not mean game players hate education and playing games from other genres does not necessarily lead to the violent behaviors. The obvious limitations of these kinds of studies show that we have a negative bias on video games and it is necessary to establish a more objective and scientific approach to investigate the effects of video games.

More scientific research studies claim the contributions of video games from different perspectives. To begin with, video games have affective consequences which mean when playing video games, students tend to have awakening feelings and relieve their stress. Secondly, from connate aspect, many studies prove that the video games concerning arcade-type, action, role-play can contribute to the development of motor co-ordination, manual skill and reflexes. Thirdly, video games have a close relationship with education. Many researchers, such as Estallo (cited in Aguilera & Mendiz, 2003) claim that some complicated games, such as strategy games, can result in the development of intellectual abilities which will help students in study. Some games, such as Sims (social simulation) and Civilization (historical simulation and strategy), can enhance students’ specific skills, including “attention, spatial concentration, problem-solving, decision-making, collaborative work, creativity and of course ICT skills” (Aguilera & Mendiz, 2003, p.8). Similarly, Okagaki and Frensch, (1994) also suggested that playing video games could develop students’ knowledge strategies and spatial ability, increase precision rates and even improve critical thinking. Moreover, Almaraz (1999) regarded video games as a motivation which could trigger students’ interest of learning. In curriculum setting, video games can be extremely useful, because it simulate real situation in every day life. This advantage is often used in medicine and business classes, because there are limited chances for students to practice the skills in real world. In these games, students can practice time and time again and if they do not do a good job, it will not cause severe consequences.

In this article, the advantages of using video games in educating students are explained and sustained by the authors. However, when educators are thrilled about the benefits video games may bring into education, many practical aspects of the implementation need further research and go through a long experimental stage. Except for encouraging competency skills such as teamwork and problem-solving acquired from game playing mentioned by Aguilera and Mendiz (2003), many teachers working in tightly structured curriculum contexts with a heavy emphasis upon content acquisition would significantly doubt the potential of incorporating games into their teaching(Ulicsak, Facer, & Sandford, 2007). The fact that well-designed edutainment games are few in numbers leads to teachers’ use of commercial off-the-shelf computer games in formal education. When using this type of video games, teachers need to overcome many cultural, technical and pedagogic challenges. Take my teaching context for example. The institutional pressure and parents’ high expectation for students’ academic scores make the stereotype of irresponsible teachers as bringing irrelevant media into classroom. In China, teacher training in the field of modern technologies is just confined to how to use simple software such as Microsoft Office. The technical support for using video games is excluded in the content of training, which is one of the prerequisites of using games for educational purpose. And between the belief of great potential of video games in education and theoretical support for integrating videogames into content-based learning, there is still a gap for educators and researchers to fill in the future. (posted by Ronda)

References

Aguilera, M. D. & Mendiz, A. (2003). Video Games and Education. ACM Computers in Entertainment, 1, 1, 1-14

Jackson, J. (2009). Game-based teaching: what educators can learn from videogames. Teaching Education, 20, 3, 291-304.

Mayo, M. (2009). Videogames: A route to large scale STEM education? Science, 323, 79-82.

Seth, S. (2005). Video game Known for Violence Lands in Rating Trouble Over Sex. The New York times, p. A.1.

Okagaki, L & Frensch, P. (1994). Effects of video game playing on measures of spatial performance: Gender effects in late adolescence. J. Appl. Develop. Psychol, 15, 1, 33-58.

Ulicsak, M., Facer, K., & Sandford, R. (2007). Issues impacting games-based learning in formal secondary education. from http://www.futurelab.org.uk/resources/documents/external_publications/Teaching_with_Games_IJATL.pdf

Make school learning game-like

http://www.cbc.ca/technology/story/2010/09/09/f-videogames-education-learning.html

Video game format offers a more interactive ‘observe and demonstrate’ style of education, opposed to the traditional ‘memorize and regurgitate’, which is concluded by numerous studies. In this news article, three pioneers in education field have started to use video games as teaching tools of great power in their classrooms.

"We're looking at the notion of how to equip kids in the 21st century to be flexible, adaptive learners."         — Katie Salen 

As Henry Jenkins (2009) mentioned, the participation gap existing between traditional classroom and knowledge for youth to fully participate in the world of tomorrow should be one of concerns for today’s educators. How can we bridge the gap using new media technologies? An access to immersive learning can be built through virtual situations by video games, whose complexity of variables is not far from the reality. Students are participating in a vivacious and varied community while playing. Besides ‘Learn through game play‘, letting students ‘learn about games’ is also a good option open to teachers. Students in the Digital Media Academy developed multiple skills such as creativity, planning, organization and teamwork while acquiring knowledge of game design, all of which prepare them well for any career they will choose in the future.

"To keep pretending that we can leave it out of the classroom, I think, is a grave mistake.… It's not a marginal pursuit anymore. We've got to start thinking about games with all the tools of analysis that are available to us."        —Darren Wershler

Video games as powerfully motivating digital environments still have enormous potential to be explored. However, the biggest challenge facing the educators and designers is how motivational components of popular video games might be integrated into instructional design. Just in September, Obama announced educational game challenge to call for good videogames to reinvigorate education of the USA.The future of a good game is not merely an addition to classroom teaching. It needs potential to replace the traditional classroom with a more game-like learning place where students are more engaged with learning and conduct learning in a more spontaneous and self-directed way. This is a huge job involving joint efforts of educators, game designers and administration of the country. (Posted by Ronda)


Reference

Jenkins, H. (2009). Confronting the challenges of participatory culture: media education for the 21st century. Cambridge, Mass.: The MIT Press.

Video games applied in classroom

The notion that video games might be directly used in classrooms is not new as it has been claimed for years that games provide learning experiences more compelling and challenging than the traditional school-style learning. And there has been an increasing interest in putting this new ‘learn through play’ approach in the classroom context. However, some people still have the doubt whether this approach really works in classrooms. Here is a video clip from YouTube about applying a series of video games from JASON project (http://www.jason.org/public/whatis/start.aspx) into a science class, which convincingly demonstrates the benefits video games bring into classroom education.
 

The success of this edutainment game is based on two key factors: students’ engagement and integration with curriculum. The biggest potential of using games is to increase students’ motivation and thus make them fully engaged in learning. The boy said, ‘it is fun but it’s frustrating…” As Seymour Papert said, “Children who do not like school will tell you it’s not because it’s too hard. It’s because it’s–boring”. The students do not feel bored of the difficulty they meet in the game. Instead, “they are working and working and smiles cross their faces, because they have made discoveries.” Games challenge youth in ways they appreciate and provide young people with opportunities to find out themselves. Isn’t this type of spontaneous, self-directed and motivated learning what all the educators pursue? Well-integrated with the curriculum, video games also make play meaningful. Students gain the knowledge through their own exploration. With a challenging target, students can also learn skills of problem-solving. ‘How would 11 or 12- year-old students understand about energy transformation?” Video games provide an answer.

However, some obstacles in using edutainment games are inevitably emerging. Before teaching children, teachers should know how to play the game first. And for many of the teachers, it is not an easy job to play the game well. So teacher training in playing and using the relevant games in their classrooms is in demand. And also explaining the game and the rules to students needs substantial investment of classroom teaching time, which is very limited already. All these issues should be taken into consideration.                  (Posted by Ronda)

Musings of a confused Teacher Librarian

Recently, a young male teacher approached me regarding purchasing Wii gaming consoles for the library. I reacted with surprise and laughter, “What for?”
He strangely replied that games were a great teaching tool.
“Really?” I looked at him with an expression that I am sure said, “Of course, you are a young male, who is addicted to gaming...”
And I walked away shaking my head, “Purchasing a Wii for the library! Hardly!”

I thought nothing more of the conversation until I began this course. Needless to say I began to wonder about my stereotyping of Clint and his request. Could games really be used as educational tools? How? Success? Types? Wii games? Educational?

I had only really considered gaming as fun, not a learning tool. I have 2 teenage boys who spend an insurmountable time gaming. And perhaps some of my stereotyping of games and males, comes from my age and personal experience. Were my boys learning as they play these games or were they just having fun?

As I began to consider the possibility of gaming in my classroom (i.e. primary school library) I am reminded of another great educational debate that raged not so long ago - Should children be taught to use calculators? (I am showing my age!) and I am reminded about the many naysayers who said that children will never learn to add up. Perhaps, for me this idea of using video games as a tool to educate children is another educational technological leap I must take and I have a personal issue with change rather than with the technology.

I don't want to be a naysayer - Children already spend too much time on computers and gaming; The curriculum is already overcrowded: Can busy teachers fit gaming into the curriculum?; Is there any real purpose or point. But on the other hand I don't want to be a teacher librarian who is archaic and out of touch with my students and who misses valuable teaching tools because of pre-conceived and stereotypical ideas.

Through this blog, I hope to begin a learning journey that will help me answer some of my questions. I want to make an informed and educated decision that benefits the students in my school.

Confused Teacher Librarian

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.