Video Games in Education

In his article, Good Video Games and Good Learning, James Paul Gee began with what I feel is a good starting point, in seeing biology (or rather any subject) as a "game" that certain types of people "play" by following a set of "rules." That is, they do more than just learn a set of facts that don't allow them to apply and extend their knowledge, which is traditionally what happens in school.  Another key point he mentions is the term "game" and the stigma attached to it.  Perhaps referring to them as simulations would me one way to help educators to begin to understand the implications these "games" have for education.

The main portion of Gee's article addresses the learning principles, supported by current research in cognitive science, that good games incorporate.  Identity and interaction are two important components that video games offer.  Players are able to internalize the game and take ownership by either taking on a character or creating their own.  Additionally, video games offer something we can't get from books, interaction.  They require the player to act and make decisions before reacting to them.  They talk back and give compliments, feedback, and encourage risk-taking.  Another principle I find important and relevant is the ability to customize a game to fit the player's learning and playing style.  Games do often have different difficulty levels and this helps ensure that learning is differentiated and meeting the needs of the varying students in a class.  Furthermore, this customized curriculum can cater to the player's/learner's interests.

As Gee put it, "Challenge and learning are a large part of what makes good video games motivating and entertaining." So let's find ways to incorporate these good video games that result in strong learning.

Another article by James Paul Glee, accompanied by Michael Levine, Welcome to Our Virtual Worlds, talks about learning complex language and thinking, along with sophisticated problem-solving skills, by following the path of popular culture: digital media. The use of digital media helps students develop basic reading skills, and more importantly, opens them up to a wide variety of vocabulary they may not otherwise be exposed to.  This is so crucial for those students who may not receive the home support or background prior to entering school.  Digital media also allows teachers' and students' roles to change. Instead of the teacher feeding all the information to the students, they act more like guides and mentors who provide feedback and assessment.  We're changing from a teacher-centered environment, to one that places the students at the center.

I was amazed as I read about two games that allow students to take on this new role of self-initiated learning.  In Urban Science and Quest Atlantis students must use knowledge, tools, and vocabulary as they assume their new role as urban planner or field investigator, respectively.  They experience different problems that could arise and consequences for their solutions.  What better way for students to learn??

In order to effectively prepare our students for the 21st century, we as teachers must become tech savvy ourselves.  We need not be afraid of technical learning, but rather able to use it in innovative and productive ways.  These games should not just be offered as a free-time choice, but as an opportunity for students to practice skills such as critical thinking, collaboration, and media literacy.  Through professional development, mentoring, and hands-on learning, we will be better equipped to send our students off to succeed in this globalized world.