Educators
are beginning to explore the use of video games in the classroom. Gaming is an area where many students
exhibit increased engagement. The
use of gaming in the classroom can transform the classroom into an environment
that students feel comfortable exploring.
The possibilities for extending learning using this format reflect
educators communicating with students in an arena where they have
expertise. There are several
websites that provide information on gaming in the classroom. Useful information on the topic can be
found on Edudemic and in Education Week.
For links to this information, please see the references and links.
Integrating
gaming into the curriculum is challenging. Many educators do not know a lot about gaming and do not
have the time to develop games related to the curriculum. The learning curve for the educator is
quite high is this is not an area of personal interest. Some classrooms have outdated computer
equipment that will not adequately support the gaming programs. This is also an area that does not
appeal to all learners. Research
shows that females are not as interesting in video games, and those that play
choose different games than boys (Hartmann & Klimmt, 2006). This poses a dilemma for an educator
designing a game. It adds complexity
to the concept to determine a design that will appeal to males and females.
Using
gaming in the classroom meets the needs of some of today’s learners,
however. Consider the population
of students that impatiently wait for school to conclude so they can get back
on the Xbox. These are students
that gaming in the classroom could energize. The classroom could merge with the skills they develop every
afternoon when the torture of school is finally over. With careful consideration to design, the gaming programs
could provide variety to engage additional students. Programs like SIMS allow students to learn a variety of life
lessons in the various scenarios presented. This appeals to a larger learner base and could expand the
appeal.
The
use of gaming in the classroom would benefit from exposure and training for
educators. Designing a program is
too complex for many educators, but learning to use an existing program would
be possible. The cost of the
programs and the hardware could be shared by some of the program
developers. Having educational
programs that are affordable in the classroom would increase their use on a
personal level. It would also provide
companies with an opportunity to contribute to educational development.
References:
I found your post on video games in the classroom very interesting. It is gradually penetrating into classroom use, and the multimedia aspect does enhance the learning process. However, I have a reservation on what could end up as a detrimental effect. I have a 10-year son who could spend 4 hours without blinking an eye-lid on video games, but can hardly stay awake for 30 minutes when reading textbooks. What strategies do you think could mitigate this problem in order for learners not to be distracted by the use of video games in the classroom? What are the likely challenges of educators in designing video games that suit their curriculum? I would want you to share your thoughts on rural schools effective usage of video games considering the basic requirement of broadband internet connection.
ReplyDeleteAderonke,
DeleteI think the skills necessary to create complex video are beyond the capabilities of most teachers. The games the students enjoy are designed and built by professionals. They have tremendous skill and spend a lot of time to develop these games. Teachers can not create materials at that level. On the flip side, game designers often do not have the background of educational pedagogy.
Jeri
Jerriann,
ReplyDeleteYou have outlined the pros and cons of gaming in the classroom very well. The use of gaming would serve to motivate students, and make the concepts involved less threatening. However, as you noted there are considerable challenges associated with the implementation of gaming systems in the classroom. Firstly there is still a societal perception that computer games are a negative influence, and some of our children spent too much time on them at home already. In addition the cost associated with the implementation of gaming systems may give administrators cause to reject this technology. Training for teachers would also be necessary since I expect that some of us be extremely hesitant about introducing gaming to our students, despite the advantages.
Jennifer
Jeri, I appreciate your attentiveness to gender-differences. You wrote, "Research shows that females are not as interesting in video games, and those that play choose different games than boys (Hartmann & Klimmt, 2006). This poses a dilemma for an educator designing a game. It adds complexity to the concept to determine a design that will appeal to males and females." What lens of analysis would you use for accurately interpreting differences that are strictly gender-specific? For example, Carol Gilligan's In a Different Voice is an excellent overview of how differences in moral reasoning, not content, but methodology, can be found in biological differences in gender. Do you have any hypotheses concerning the gender-related differences that you mentioned?
ReplyDeleteRob,
DeleteThe gender differences are certainly observable. There is a reasonable amount of research supporting the idea also. I have four daughters and have personal observations for the female perspective. I think gaming would appeal more to boys in the classroom. Designing games that appeal to both is a challenge. My daughter and her boyfriend play some video games together. They have to choose carefully and compromise. She does not want to play competitive games where you engage in mortal combat. They both enjoy games that stress building worlds and organizing societies. Perhaps research in game type and style could help clarify those preferences.
Jeri