Response to a Journal Article

Scanlon, M., Buckingham, D., & Burn, A. (2005). Motivating Maths? Digital Games and Mathematical Learning. Technology, Pedagogy and Education, 14(1), 127-139. Retrieved from EBSCOhost.

There is no doubt that games have great potential in educational settings. Recent research such as the studies conducted by Kajamies, Vauras, & Kinnunen, (2010) and Kim, & Chang, (2010) has shown that games can motivate students and make learning relevant to their lives. However, as Scanlon, Buckingham and Burn reveal, educators need to be careful when selecting games promoting themselves as educational as not all are equal. Many of these so-called educational games are little more than traditional text-book, fact testing activities disguised in a game format. In these games the narrative usually has very little to do with the intended learning outcomes and real-life relevance of the material is often overlooked. The Scanlon, Buckingham and Burn article provides an important thinking point for educators keen to incorporate effective and relevant games into their learning programs.

In my current role as a casual teacher I have had the opportunity to see into many classrooms and learn which sites teachers and students are using. Often I have observed sites similar to those described by Scanlon et.al which simply put text-book style mathematical questions into a completely unrelated narrative. The Scanlon et. al article stimulates thinking and discussion around a key aspect of the role of any educator, evaluation. It is essential for educators to evaluate any tool or material before it is included in a teaching and learning program. I believe that evaluation, in all its forms, is what sets educators such as teachers and teacher-librarians apart as professionals. We are constantly evaluating ourselves, our students and other classroom resources so why would we not evaluate the games our students are being exposed to in learning activities?

In their article Scanlon, Buckingham and Burn specifically focus on educational websites that are increasingly employing game formats in order to teach mathematics and motivate the student user. Although clearly of the opinion that the ‘motivational power [of games] can be harnessed to sweeten the bitter pill of educational content’ (Scanlon, Buckingham & Burn, 2005 p.127-128). The article authors stress that not all games are of equal educational value and therefore should not all be held in the same regard. Scanlon, Buckingham and Burn initially refer to some of their previous research which looked at using games in educational settings to increase motivation of learners. Less effective uses of games in the classroom were found to include those being used for drill and practice tasks, as a reward for completing other work or merely as ‘window dressing’ (Scanlon, Buckingham & Burn, 2005 p. 128). Despite this the authors claim that game formats may allow mathematics to be brought into real-life context or at least a motivating context (Scanlon, Buckingham & Burn, 2005 p. 129). They discuss an example of a grocery shop scenario game in which students are able to use their mathematical knowledge related to money in a real-world simulation (Scanlon, Buckingham & Burn, 2005 p.129). In these types of games the narrative is connected to the learning outcomes and therefore would be a useful addition to an effective mathematics program. This example is contrasted with a discussion of two websites claiming to be of educational value. One of the websites features arcade style games involving space creatures and other fantasy objects as a background for mathematics questions that appear to have nothing to do with the graphics and sounds on the game (Scanlon, Buckingham & Burn, 2005 p.129). The other website discussed in the article involves students in a narrative world in which they progress through stages by answering mathematical questions. Once again the mathematical questions have no relation to the narrative and simply need to be completed in order for the story to progress (Scanlon, Buckingham & Burn, 2005 p.132-133).

The Scanlon et.al article also echoes the comments made by Daniel Floyd (???) that there is a divide between educational games and games made for entertainment. Whilst the edutainment games may appear at first glance to resemble education in an entertainment package many, such as those identified by Scanlon et. al, are really no more than  ‘a traditional revision aid, albeit dressed up through the addition of animated film clips’ (Scanlon, Buckingham & Burn, 2005 p.134) and as such have limited capacity to support educational outcomes. It would seem too that students are not being fooled by these games. They are usually fully aware of the fact that the narratives offered by these games are extraneous to the educational content (Scanlon, Buckingham & Burn, 2005 p.135-136) and often skip through certain parts of the narratives featured in many games. We must not underestimate our students and assume that just because learning is roughly dressed up as fun, students will not see the costume.

As members of the educational community we should be demanding more of the creators who design these games. We need to carefully evaluate any educational resources before exposing students to them. Any educational resource, regardless of format, needs to be carefully evaluated for its place and value in an educational setting. Subsequently a determination need to be made of its strengths, weakness, age appropriateness, prior knowledge and skills required and relevance to identify where and when it would be of best use. While skills in evaluating educational resources are essential for all educators they are absolutely vital for a  teacher-librarian whose role include sourcing and supplying quality, effective, educational resources for teachers and students to maximise learning outcomes across the entire school community. In addition I believe that we need to discuss our findings, both good and bad, with colleagues in order to foster a strong discussion around games in education and increase not just our knowledge of good resources but also our own evaluative skills. Finally I believe that educators need to provide feedback to the designers on educational games to ensure that the games produced in the future match the needs of 21^st century learners.

By Kathleen Magann

Floyd, D (DATE). “Brain Training” Video games and Tangential Learning. Youtube video accessed via QUT Blackboard?

Kajamies, A., Vauras, M., & Kinnunen, R. (2010). Instructing Low-Achievers in Mathematical Word Problem Solving. Scandinavian Journal of Educational Research, 54(4), 335-355. Retrieved from EBSCOhost.

Kim, S., & Chang, M. (2010). Computer Games for the Math Achievement of Diverse Students. Educational Technology & Society, 13(3), 224-232. Retrieved from EBSCOhost.