Issues about video games
There are different opinions about video games including consoles and computer games. Although some people consider that games help people, especially young children to learn many skills, the majority of people still show deep concern about them, and some even reject them. The reasons mainly fall into the following categories (Linder, et al., 2004).
- Some people believe the frequently appearing violence in video games can make children and young adults aggressive.
- A number of studies show that video games negatively influence students’ performance at school.
- Students who play video games are at risk of becoming socially isolated.
- Video games have other kinds of negative influence on youth and children such as sexuality, deprivation of physical health and so on.
However, these issues are all about the effect of video games. In fact, games are a new type of media like TV, and they are considered to be fun and informative. When TV was first introduced, many people had the same concerns about it, based on previous assumptions and research on TV (2003).
Why use games to teach?
People should understand the educational potential of video games. It is important to emphasize how video games influence the learning processes of children and adolescents and the effects on the educational process. Video games are considered very useful in fulfilling many procedural objectives2003).
- Reading. It is important to use video games to promote book reading related to the game.
- Logical thinking. Video games motivate players to think about how to solve the problems by using different strategies
- Observation. There are number of elements on screen, this ability is frequently used during play.
- Spaciality, geography. The development of cartography and spatial representations such as maps, plans, and so on.
- Basic knowledge. This Knowledge allows children to learn necessary skill for their development and daily life.
- Problem-solving and decision-making.
- Strategic planning. Usually in complicated games.
Some argue that most video games are successful in business and global markets rather than in education such as Warcraft. On the contrary, this argument supports the notion that video game playing has become a massively popular worldwide activity and a dynamic and interactive medium. Young children are growing up in a media culture with various video games. Video games are one of the important tools for the young generation to socialize in participatory culture (Jenkins et al., 2006). By playing video games, people can shape the way they act in the world and when they practice para-textually, they can improve media literacy skills which are crucial for young people‘s success in 21st century.
How to use games to teach?
Although concrete empirical evidence is lacking to prove video games have many instructional benefits, some scholar has attempted to encourage experimentation with games in the classroom by providing a basic classification of four approaches to teach with games.
- Games that teach content
Quest Atlantis is one of the examples of educational games developed by National Science Foundation in the United States of America. This is a serious game designed for students to conduct environmental studies and research other cultures, and it requires both practical and academic skills to complete the tasks in this game. Please see the video below.
- Games as text
World of Warcraft is a typical example of games improving literacy skills such as critical analysis, multicultural communication, collaborative writing, and reflection about the relationship between in-game and real-world skills. Steinkuler is one of the researchers studying the relationship between games and literacy.
©2004-2009 Blizzard Entertainment, Inc. All rights reserved.The Burning Crusade is a
trademark, and World of Warcraft and Blizzard Entertainment are trademarks or registered
trademarks of Blizzard Entertainment, Inc. in the U.S. and/or other countries.
- Game-like motivational system
There are other related media activities about gaming including forum discussion, blogging about games, game “mashups” and so on. For instance, the game Lord of the Ring
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Source: http://gamespace.net/en/review/vlastelin_kolec_bitva_za_sredizeme_2/review.html
- Learners designing games
Young people can not only learn by playing video games but also learn by making them. Designing games can help young people to improve many practical skills such as: technology skills, problem solving skills, team working skills, and so on. The Games in Learning Project in Education Queensland (2006) in Australia is a good example of this. Please see the link below. By developing games, students enhanced their ability in many areas including storytelling, creation and art. Ethical issues were also engaged in this project.
Are games ready to be taught at school?
There is no doubt that no one approach can work for every purpose for every learner, all the time, in all the places. Video games are motivating, authentic avenues for skills practice, and are useful for media literacy, but there are still problems which need to be addressed, such as how and when to use them. Despite the massive potential of video games in education, it is one of the important challenges to decide how these games should be integrated into current teaching plans and education systems. The main challenge is the lack of knowledge and skill in gaming. Teachers in general do not make up a large percentage of the gaming population. One survey in Britain shows that among 1634 primary and second school teachers, 42% of teachers never play computer games for their own leisure (Williamson, 2009). One teacher in the survey said that “there is still a lack of expertise among teachers, and that that is part of the reason why a lot of teachers, even IT teachers, do not feel qualified to introduce gaming, or do not feel confident with or in the field of gaming themselves, so there would have to be quite a deal of training for teachers”. It is clear that there is a need for professional training on the educational use of video games for teachers, but only a handful places offer courses for teachers on how to use and design games (Becker, 2007). Teachers should learn video games themselves. Moreover, a teacher’s time and the cost of the infrastructures required could be two additional realistic difficulties for running instructional video games in schools, especially in some countries such as Turkish. A recent study shows four issues should be addressed (Tunzun, 2007).
- Funding;
- Limited time for training and instruction;
- Low level of gaming literacy;
- Fast changing gaming resource.
Games for future experimentation
New media forms create opportunities in education. However, it is not easy to taking advantage of these opportunities. Teachers who are using games for teaching in classrooms are laying the foundation of future education. A better understanding of how video games can be used for teaching will be useful to these teachers and will prompt new experimentation by others. Only continued experimentation can fulfill the vast potential of video games.
(Nan LI)
Mendiz, A. (2003). Video games and education. Computers in entertainment CIE(1544-3574), 1(1).217-222.
Tunzun, H. (2007). Blending video games with learning: Issues and challenges with classroom implementations in the Turkish context. British Journal of Educational Technology. 38(3). 465-477.
Williamson, B. (2009). Computer games, schools, and young people a report for educators on using games for learning. Retrieved from:
References:
Jenkins, H., Clinton, K., Purushotma, R., Robinson, A.J., & Weigel, M. (2006). Confronting the challenges of participatory culture: Media education for the 21st Century. Retrieved from:
Linder, J. R. et al. (2004). The effects of violent video game habits on adolescent hostility, aggressive behaviors, and school performance. Journal of adolescence . 27 (1), 5-22.
Mendiz, A. (2003). Video games and education. Computers in entertainment CIE(1544-3574), 1(1).217-222.
Tunzun, H. (2007). Blending video games with learning: Issues and challenges with classroom implementations in the Turkish context. British Journal of Educational Technology. 38(3). 465-477.
Williamson, B. (2009). Computer games, schools, and young people a report for educators on using games for learning. Retrieved from:
Hi Nan. This is a helpful article because it summarises some of the arguments around this topic. Further, instead of just making sweeping generalisations, it provides some typologies that help us think about different types of games and different ways that games might be used in teaching. Within Australia not that much work has been done within education but one special issue has recently been published from an Australian study by a team led by Prof Catherine Beavis from Griffith University. See articles in Australian Journal of Language and Literacy 2010, 33(1) and also from that study:
ReplyDeleteApperley, T. and Beavis, C. (2011) Literacy into Action: Digital Games as Action and Text in the English and Literacy Classroom. Pedagogies 6 (2)
At the start of your post you importantly highlight what my personal experience has shown to be misconceptions about youth culture. My three children now 27, 25 and 12 years of age all grew up in in a digital world, used computer games from an early age and are constant users of social media. Probably not surprisingly they all have done well academically, have no history of violence and are socially well adjusted. I believe that throughout history the human race has reacted negatively when faced with a new phenomenon consuming its youth. Was not rock and roll the end of society as we would know it, promoting sexual depravity and devil worship.
ReplyDeleteI believe as educators we are bound to first look at the benefits new technologies have to offer before we highlight the “possible” negative aspects.
The question you pose about integration of games into our current educational systems is a difficult one. I am not yet convinced of the capacity of our institutions to work effectively with such radical change and believe that possibly the institutions need to integrate or radically change themselves in order to take full advantage of the affordances digital communities have to offer.
I agree that teachers who continually attempt to break down institutional barriers and develop content that is directly relevant to the world in which their students exist are paving the way for the future of education.
Thankyou Nan
Gregor
Hi, Gregor. Thank you for your brilliant comments. I endorse your idea that "as educators we are bound to first look at the benefits new technologies have to offer before we highlight the “possible” negative aspects".
ReplyDeleteIt is wise for educators to have a fair and objective way of thinking. It is always difficult and painful to make changes in history. However, if it is a trend for future education, then traditional education will change. More and more people are aware of the importance of digital literacy. As a teacher, I would like to make some change in my way of teaching, because I believe that teaching could be more sexy as Gee mentioned in the video 'Big Thinkers: James Paul Gee on Grading with Games'.
Nan Li