Concept 3

Games in Education

In the age of the Digital Natives where students understand the value of digital technology and use Information and Communication Technologies (ICTs) ‘to seek out opportunities for implementing it with a view to make an impact’ it is vital that pedagogies follow this evolution. (Wikipedia, 2012) Through lengthy discussion and presentations revolving gaming in education, I found a point of interest: How can I include gaming within my classroom? I had the belief that yes, gaming in the classroom would engage my students immensely, but just how can I make it classroom worthy and educationally challenging?

The Key Learning Area of Science has the potential to integrate gaming to increase both understanding and application of knowledge.  ‘Quest2learn’ is a science based online game that enables students to assist the immune system in fighting illness.  Rather than reading a textbook about the human body and bodily functions, students are able to learn this knowledge whilst applying to a real-life situation, which provides an education superior to the traditional (Curtis, 2011). Not only do the students get the opportunity to apply their knowledge (Bloom, 1956) they are also excited by Science, encouraging students to follow Science and possibly adopt a science related career.  (Ferenstein, 2010)

Social gaming is another widely recognized area of education.  Social video games or simulated environments provide ‘immersive environments that simulate real-world problems’ (Ferenstein, 2010).  Providing students with authentic learning experiences in and ‘Low-fidelity’ simulations enables students to develop the specific concepts the game is aimed at whilst reducing unnecessary variables. Such simulations can expose students to otherwise inaccessible or unalterable environments such as Space (Solar system) or the ability to plan, construct and over-see a town or civilisation and how social systems outplay over periods of time. (Barnett, Barab, & Hay) The exploration of the Solar System is a theme utilised in various primary grades.  The ability for students to see Space in a simulated environment, as well as interact with the planets, reading and viewing their features, will help stimulate auditory, visual and kinesthetic learners.  The ability to effectively incorporate simulated environments such as Space into my classroom has opened up teaching and learning opportunities otherwise impossible prior to 4001EDN.  Engaging students in these environments, rather than telling them about them, reading about them or showing still images will ensure students gain a deeper understanding about how these systems work. 

Providing students with ‘drill and practice’ learning through video games is a skill otherwise hard to maintain.  Repetition of numerous highly related instances and skills in a gaming context is imperative to move to the next level and continue the game. Students need to reach the goal of that level to continue to the next, the presence of problem-based-learning (Savery & Duffy 1995).   This type of gaming can be used as practice, application and revision of concepts, and has been found effective for use with students with learning disabilities (Ke & Grabowski, 2007)

References

Barab, S.A., Hay, K.E., & Duffy, T.M. 1999. Grounded constructions and how technology can help. Tech Trends,43 (2), 15-23.

Barnett, M., Barab, S. A., & Hay, K. E. in review. The virtual solar system project: Student modeling of the Solar System. Submitted to the Journal of College Science Teaching.

Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc

Murray, C. (2010). Mobile learning in the classroom. Agora, 45(1), 48-54.

Curtis, D. (2011). Project-Based Learning: Real-World Issues Motivate Students. Retrieved 20 April, 2012 from http://www.edutopia.org/project-based-learning-student-motivation

Ferenstein, G. (2010) How social gaming is improving education.  Retrieved 21 April, 2012, from http://mashable.com/2010/02/07/social-gaming-education/

Ke, F., & Grabowski, B. (2007). Gameplaying for maths learning: Cooperative or not? British Jour- nal of Educational Technology, 38(2), 249-259.

Savery, J.R., & Duffy, T.M. 1995. Problem based learning: An instructional model and its constructivist framework.

Educational Technology, 35(5), 31-37.