To Game or not to Game… That is the question!
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The use of using games in classrooms has been an issue of concern over the years. More recently the use of computer games has been heavily debated by teachers, parents and community members. Over time games are becoming more and more tolerated for use in education, and in many schools teachers are expected to use methods such as games to motivate and engage children in their learning.
It is obvious to state that the quality and quantity of educational games (often termed edutainment) is growing every year. We can see by comparing early games such as Reader Rabbit and Where in the World is Carmen SanDiago?, with recently created games such as I SPY Fantasy and Marble Blast Gold. Even the widespread usage of edutainment shows the changes in teacher’s opinions over time. Lipschultz writes about how games are being played in today’s libraries, something which many librarians would never have imagined possible.
Etuk notes that edutainment began in 1984 with ‘Math Blaster’, and that today’s products must be anchored in more specific pedagogical design principles. In “What Video Games have to Teach Us about Learning and Literacy” Gee comprised a list of 36 principles that are used to make video games, that can be transferred to the education sector to enhance learning. Among these principles are active and critical (opposed to passive) learning, taking risks without real world consequences, intrinsic rewards, lots of (not boring) practice, and a variety of modalities. Gee states that edutainment engages children, asks questions, gives children safety to fail, is contextual and provides relevant learning. Children are learning through games without even realising it.
There is an extensive number of research that has been produced arguing for and against the use of computer games in schools. The European Parliament released a report stating that these games can teach children essential life skills, such as strategic thinking, creativity, cooperation and innovative thinking. The report urged parents and teachers to take a greater interest in games and to consider using them for educational purposes.
Egerfeldt-Nielsen outlined some of the problems relating to the use of edutainment, but he also states that the new generation relies on constructivist learning theories. He realises that computer games are just another tool for the teacher which can be dispensed with great success, but also have clear limitations. There is the understanding that computer games can be used effectively in classrooms to facilitate learning, if they are adopted in careful ways and incorporated into the curriculum thoughtfully. I believe that children should be able to see how the games they are playing fit into what they are learning.
Etuk states that games are being designed to teach, not simply to entertain. I believe that this combination (entertainment and teaching) is powerful and has opened up avenues for children to learn that have never been possible before.
As a teacher I will use games in the classroom to support learning. I will ensure that I create an environment which is supportive to learning by setting clear guidelines for behaviour and by making sure that games are used to enhance learning, and therefore are strongly correlated to the curriculum I have chosen. I will also endeavour to incorporate some of the principles of video games in my own face to face teaching to enhance learning. I will need to be cautious to ensure the games chosen are based on good pedagogy and age appropriate. I believe that it is important to inform parents about games that are used, both for their interest, and to justify how that game is educational. The NSW DET provides documents outlining procedures for consultation with parents over the implementation of computer games in schools. I really want to encourage parents to be supportive of games and be on the lookout for educational games that their children love for use in their own homes. I myself will be looking for free edutainment that I can recommend to parents, so that children are less disadvantaged by their economic circumstances.
Bold References
Egerfeldt-Nielsen, S. (2007). Third Generation Educational Use of Computer Games. Journal of Educational Multimedia & Hypermedia, 16(3), 263-281.
Etuk, N. (2008). Educational gaming-from edutainment to bona fide 21st-century teaching tool. Multimedia & Internet@Schools, 10(4). Retrieved February 2, 2009.
European Parliament. (2009). Computer games ‘can teach children essential life skills. Education, 34(3), 2-3. Retrieved February 13, 2009 at http://search.ebscohost.com.ezproxy.lib.uts.edu.au/login.aspx?direct=true&db=ehh&AN=36575892&site=ehost-live
Gee, J. (2003). What video games have to teach us about learning and literacy. New York: Palgrave Macmillan. Retrieved February 12, at http://site.ebrary.com/lib/utslibrary/docDetail.action?docID=10089175
Lipschultz, D. (2009). Gaming @ your library. American Libraries, 40(1/2), 40-43.
WHAT DO YOU THINK ABOUT USING COMPUTER GAMES IN SCHOOLS?
