Could video replace classroom learning?
Andy Carvin just attended from the SXSWi conference, which he said it was “one of the most exciting events on the digital media industry calendar”. He wrote this article to report an interesting panel which posited a provocative question: should video game replace college.
The important points from this session are (1) it’s very necessary to apply some of MMRPOG games to schools and learning; (2) but games will never replace college; (3) However, the problem is that most professors even don’t want to change the traditional teaching methods at all. They refused accepting any video games into the curriculum.
I like some viewpoints, which were highlighted in the session, of the benefits of video games that the traditional college doesn’t have. For example, Michael Anderson of the University of Texas System TeleCampus indicated that video games increase students’ learning autonomy. Aliza Gold of the UT/Austin Digital Media Collaboratory noted that video games create an authentic real-world environment:
“Part of what makes it hard for students to be motivated is because what’s taught is taught out of context… It’s harder to learn material than way than when it’s applied in an actual real-world situation. Trigonometry is much more interesting when you’re trying to build a bridge. It’s possible that videogames could be used to help people learn curriculum in a real world sort of way.”
Aliza indicated the only thing that’s standing in the way of integrating video games into the college is attitudes. And she proposed an interesting advice “It’ll probably take a critical mass of gamers as professors for that to change.”
Game designer Mike McShaffry, who is the most skeptical person in the room, claimed that games will never replace college. He pointed that the challenge for educational game designers is to “create games that are authentic to the experience they’re trying to replicate”. They should not force “a square peg into a round hole - using a gaming experience that has nothing to do with what it’s simulating”.
In addition, playing games can not replace real experiences. Playing a party simulation game is very different from going to a real Christmas party in person.
I do agree with Mike, even prior to today’s reading. It’s good to apply some of video games into learning, but they will never replace traditional classroom. Except the challenge Mike proposed, I have two other reasons: (1) teacher instruction and scaffolding strategies plays an essential role in achieving the educational purposes of video games, as our group discussed recently; and (2) most video games were primarily designed for entertainment purposes. Educators found the educational potentials of the game on some subject matters, then modifying and integrating it into the classroom. In other words, there is a lack of video games especially designed for certain subject matters in educational contexts in the current market. Fortunately, “NASA recently put out a request for proposals for game developers to create an MMORPG focusing on math and science education”, Andy noted. I am very excited to hear this good news. In order to enhance learning by using video games in the educational contexts, we really need something that is particular for students’ learning needs, without at the cost of the entertainment benefits.
On the other hand, Andy extended this question into a deeper step at the end of the panel. He advocated inviting “students and teachers to be ones constructing games”. I think it’s a good idea. Just like inviting teachers and students to participate into the process of making curriculum. The advantages are (1) games/curriculum could meet their needs better and more practically; and (2) deepen their understanding of games/curriculum. As what I posted last week, Larry Ferlazzo’s classroom is a successful example of inviting students to create their own online games.
The ideas from this panel are not brand-new to us, however, the question posited by them worth deep thinking of all members in educational fields. It also gives us the chance to think of the limitations of the current educational video games, and gives us a path to improve them. Therefore, next step, I will try to search for some educational video games that are primarily and particularly designed for educational purposes (hopefully I can find some), and how to involve teachers and students deeper into the video games both production and implementation.
Andy Carvin just attended from the SXSWi conference, which he said it was “one of the most exciting events on the digital media industry calendar”. He wrote this article to report an interesting panel which posited a provocative question: should video game replace college.
The important points from this session are (1) it’s very necessary to apply some of MMRPOG games to schools and learning; (2) but games will never replace college; (3) However, the problem is that most professors even don’t want to change the traditional teaching methods at all. They refused accepting any video games into the curriculum.
I like some viewpoints, which were highlighted in the session, of the benefits of video games that the traditional college doesn’t have. For example, Michael Anderson of the University of Texas System TeleCampus indicated that video games increase students’ learning autonomy. Aliza Gold of the UT/Austin Digital Media Collaboratory noted that video games create an authentic real-world environment:
“Part of what makes it hard for students to be motivated is because what’s taught is taught out of context… It’s harder to learn material than way than when it’s applied in an actual real-world situation. Trigonometry is much more interesting when you’re trying to build a bridge. It’s possible that videogames could be used to help people learn curriculum in a real world sort of way.”
Aliza indicated the only thing that’s standing in the way of integrating video games into the college is attitudes. And she proposed an interesting advice “It’ll probably take a critical mass of gamers as professors for that to change.”
Game designer Mike McShaffry, who is the most skeptical person in the room, claimed that games will never replace college. He pointed that the challenge for educational game designers is to “create games that are authentic to the experience they’re trying to replicate”. They should not force “a square peg into a round hole - using a gaming experience that has nothing to do with what it’s simulating”.
In addition, playing games can not replace real experiences. Playing a party simulation game is very different from going to a real Christmas party in person.
I do agree with Mike, even prior to today’s reading. It’s good to apply some of video games into learning, but they will never replace traditional classroom. Except the challenge Mike proposed, I have two other reasons: (1) teacher instruction and scaffolding strategies plays an essential role in achieving the educational purposes of video games, as our group discussed recently; and (2) most video games were primarily designed for entertainment purposes. Educators found the educational potentials of the game on some subject matters, then modifying and integrating it into the classroom. In other words, there is a lack of video games especially designed for certain subject matters in educational contexts in the current market. Fortunately, “NASA recently put out a request for proposals for game developers to create an MMORPG focusing on math and science education”, Andy noted. I am very excited to hear this good news. In order to enhance learning by using video games in the educational contexts, we really need something that is particular for students’ learning needs, without at the cost of the entertainment benefits.
On the other hand, Andy extended this question into a deeper step at the end of the panel. He advocated inviting “students and teachers to be ones constructing games”. I think it’s a good idea. Just like inviting teachers and students to participate into the process of making curriculum. The advantages are (1) games/curriculum could meet their needs better and more practically; and (2) deepen their understanding of games/curriculum. As what I posted last week, Larry Ferlazzo’s classroom is a successful example of inviting students to create their own online games.
The ideas from this panel are not brand-new to us, however, the question posited by them worth deep thinking of all members in educational fields. It also gives us the chance to think of the limitations of the current educational video games, and gives us a path to improve them. Therefore, next step, I will try to search for some educational video games that are primarily and particularly designed for educational purposes (hopefully I can find some), and how to involve teachers and students deeper into the video games both production and implementation.
Reference:
Andy, C. (March 14, 2008) Could video replace classroom learning? PBS Teachers. Learning. now. Retrieved on March 28, 2008, Available from http://www.pbs.org/teachers/learning.now/2008/03/should_video_games_replace_cla.html
Andy, C. (March 14, 2008) Could video replace classroom learning? PBS Teachers. Learning. now. Retrieved on March 28, 2008, Available from http://www.pbs.org/teachers/learning.now/2008/03/should_video_games_replace_cla.html
2 comments:
Hi Jiao,
This is a very provocative question! I see that Carvin identified a problem with college professors not wanting to change traditional methods. I wonder if this is because there is not a large knowledge base to support video gaming for educational purposes. Researched-based strategies and methods are the buzz in schools and districts I work with.
I also agree with the statement about content being taught out of context. Decontextualizing text makes comprehension much harder for kids.
Good luck with your gaming search. I am looking for simulations too.
:) Garnette
Hey Jiao,
Great article on the combination of student/teacher instructional design methods and application. I think for professors to change the models of design would be overwhelming alone as the challenge is too great without the involvement of students' input. This way the student-teacher interaction methods help facilitate the best distribution of the information in a way that is engaging and motivational for repetitious future endeavors.
Providing the right context of subject matter with student expectations and choice of digital mediums leads to positive cognitive-emotional learning enhancing the college environment without replacing the entire system.
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