When I googled “language learning online games”, I found many websites that contain various free online learning games. For example: Learning Vocabulary Fun has “WordSearch”, “CrossWords”, “HangMouse” and many other vocabulary online games.
These online games are different from The Sims and WoW. The former are “learning-oriented games (LOGs)”, which are particularly designed for language learning purposes; the later are “mainstream digital games (MDGs)”, which are primarily designed for entertainment purposes towards an end of language development. An interesting thing is that current researches paid more attention to the implementation of MDGs in the classroom, although they are not primarily designed for language development. Why?
My assumption is that MDGs have more educational potentials than LOGs in the classroom. Is that true? By exploring the word games on the site of “Leaning Vocabulary Fun” and looking at the studies on The Sims or WoW, I try to compare/contrast the differences between these two types of games.
1. LOGs are more simplistic than MDGs. In other words, players in MDG confront more challenges to complete the task. Dipietro, Ferdig, Boyer & Black (2007, p 232) report the element of challenge of electronic games promotes dynamic cognitive activity, resulting in the development of higher order processes such as metacognition and justification.
These online games are different from The Sims and WoW. The former are “learning-oriented games (LOGs)”, which are particularly designed for language learning purposes; the later are “mainstream digital games (MDGs)”, which are primarily designed for entertainment purposes towards an end of language development. An interesting thing is that current researches paid more attention to the implementation of MDGs in the classroom, although they are not primarily designed for language development. Why?
My assumption is that MDGs have more educational potentials than LOGs in the classroom. Is that true? By exploring the word games on the site of “Leaning Vocabulary Fun” and looking at the studies on The Sims or WoW, I try to compare/contrast the differences between these two types of games.
1. LOGs are more simplistic than MDGs. In other words, players in MDG confront more challenges to complete the task. Dipietro, Ferdig, Boyer & Black (2007, p 232) report the element of challenge of electronic games promotes dynamic cognitive activity, resulting in the development of higher order processes such as metacognition and justification.
2. LOGs are mostly designed for sole-user, offline play; on the contrary, MDGs are designed for multiple players, online play. In this sense, MDGs are more effective than LOGs in the terms of language learning, because they provide the sense of collaboration in the game. Vygotsky’s ZPD (Zone of Proximal Development) theory describes the gap between what children can accomplish independently and what they can achieve in collaboration with another, more competent person (Vygotsky, 1978).
3. Compared to LOGs, MDGs are typically more sophisticated in aspects of semiotic domains, such as images, graphics, animations, etc. Hence, it’s reasonable why MDGs are more likely to attract users.
4. In LOGs, the tasks are repetitive. For example, the player has to continually spell words in the “HangMouse”, so that the player might feel boring very quickly. It’s more like “work”, rather than “play”. On the contrary, in MDGs, the player could experience various activities toward the end of the task, learning language in a natural and unconscious way.
5. In LOGs, the activity usually concentrate on one language skill, such as the decoding skill in “HangMouse”; or concentrate on accumulation of homogenous content, such as spelling, phenome recognition, and vocabulary in “Word Scramble”. On the contrary, in MDGs, heterogeneous language skills/content could be achieved simultaneously within one activity during the game, such as “learning colors, body parts, professions, and relationships” in one activity of the Sim 2, as mentioned in my post last week - “The Sims Teach German”.
6. Last but not the least, users of LOGs are more likely to be aware that they are still learning. Prensky (2001) suggest that learning can only be enjoyable when it is unconscious. In this sense, MDGs have the potential to make learning fun.
From what discussed above, MDG does have more educational potentials than LOG. However, there are still some significant tensions to introduce MDG into the school setting.
1. There are a lot of irrelevant content in the MDG, which would waste valuable lesson time.
2. Does the language content/skills developed in the MDG match the criteria assessed in high stakes national tests, such as NCLB (No Child Left Behind)?
From these two perspectives, LOGs are more accurate and relevant to formal curriculum than MDGs.
The implication for future educational game designers is to find a good balance between MDGs and LOGs, thus reaching the highest potential of video games for language development in the classroom. My next step is to search more about how to reach at this balance.
References:
Dipietro, M., Ferdig, R. E., Boyer, J., & Black, E. W. (2007). Towards a framework for understanding electronic educational gaming. Journal of Educational Multimedia and Hypermedia, 16(3), 225-248.
Prensky, M (2001). Digital Game-Based Learning. McGraw-Hill Education
3 comments:
Hi Jiao,
Having a balance in the game design seems to be a reoccurring theme, emphasizing its importance to be sure.
I found the classification of games, LOGs and MDGs to be very informative. As I have been reading posting from our team members, I have been wondering how to make educational games more effective and enticing to kids.
I found it very curious that research focused on MDGs in the classroom when LOGs seems like the very basis for educational games. I want to know why too.
Your comparison of LOGs and MDGs was intuitive and helped me better understand this concept.
Thanks!
:) Garnette
Hey Jiao,
I've also come across the Web "Learning vocabulary fun" before. It contains many typical vocabulary online games. To tell the truth, I was not that excited when I saw this kind of vocabulary game. I guess my response falls into your analysis that mere vocabulary game is not challenging and engaging enough. I think you discussion about LOGs and MDGs is quite interesting. Where do you find the classification?
One question about your comment on on difference between LOGs and MDGs. Why do you say that most LOGs are designed for sole-user and offline play? So, is "LOG" a notion of general game or computer/video game? Think about the vocabulary game on the Web designed for online players. If "LOG" refers to one kind of computer game, would there be more "offline" LOGs than "online" LOGs?
As for your question about more research on MDGs rather than LOGs, I've read some studies on vocabulary games (LOGs as you say). I guess the partial reason is that researchers are interested in the huge potential in MDGs. Why are there so many adolescents addicted to games? Could there be some positive effects other tan negative things we easily see? If kids' engagement in gaming can be used in learning, the power of playing is tremendous. By comparison, LOGs are intentionally desiged for learning. To students, LOGs are not as attractive as MDGs. This is just like my previously asked question whether we should make games more like school. If games are more like school, would the students still be interested in them? As far as I am concerned, compared with MDGs, I am neither engaged in LOGs as a player nor curious about its learning outcomes as a researcher.
Hi Zhuo,
Thanks for your reflection. I got the idea to discuss the clarification between "LOGs" and "MDGs", because I have the same feeling with you that it's hard to engage in LOGs, like vocabulary games. For me, it's more like another kind of learning. It's very different from mainstream games, which is more like playing with some learning potentials.
And I remember I read some article of this classification somewhere, I need to check it out.
I said "offline LOGs" because I found many educational games could be downloaded and allow you to play offline. At least compared to MOGs, there are more offline LOGs. MOGs seem not be able to play offline.
Jiao :)
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