Gaming as a New Paradigm

This week I continued my adventure into "The Settlers" online game for ETPT 7980.  As with most games, getting started and figuring out how things work was a challenge.  As I continue to read into the impact gaming has on education as an "immersive environment" for educators, Burns (2012) elaborates on how such engaging activities can guide learners through problem solving and technical endeavors.  As I reflect upon the game we are currently playing, I can see how the engaging aspect can provide for a sort of addiction.  

Stepping back, I wish to discuss my thoughts on the brief video that was provided on the course site.  I can still remember a majority of these games, yet believe that there were far too many more that I found to make such an impact on my gaming history.  Games like "Frogger" and "Pitfall" provided an adventure, but in terms of education, few found a value in this at the time.  I now can say that the problem solving  and coordination (hand and eye) was not a complete loss.

Returning to the Burns article, I reviewed the list of various categories provided for "immersive environments" and recall my experience at BGSU when I was taking an on-line Introduction to Art course.  In this course, we were obligated to create a Second Life account and use this as a way to virtually meet for class.  As some would find this engaging, I thought it was a distraction from the primary objectives of the course.  In a case such as this, it was overkill.  In that respect, engaging and immersive environments should not be too complicated or difficult in the sense that it hinders learning and distracts from the primary course objectives and learning outcomes.

Reflecting upon the YouTube video "TEDx Next generation Asheville, the 16 year old student Jonathan Schenker makes a good argument for the need of gaming to be a integral part of the learning process.  As he quotes, "experience is what you get when you don't get what you want", I agree that in order to become engaged and retain information, you need to find an interest and enjoy the experience of learning.  Gaming can provide such a media to do both.

Now focusing on the questions at hand for this week, "Do you think we are ready for such a change?", I must agree that we are not only ready, but are in demand for it.  As mobile technology continues to grow, not only communication and entertainment follow, but the need for engaging and stimulating experience can open up the door for immersive environments that provide active learning.

As far as the results, we must be willing to accept that gaming, when properly aligned to learning objectives, can impact the retention of information process. As many learn from doing, we can consider this part of that hands-on experience.  Furthermore, we must consider that if gaming does not align, it will distract and hinder learning.  Simply put, you cannot just throw students into a game and expect them to learn.  Instructors must consider the objectives of the game and how it contributes to higher order thinking.  Students should also be aware of what they will get from the game so that they can focus on objectives and understand why the game is being used.

In terms of how might it affect students, teachers, and educational system,well, the cost of implementing games is of no concern considering a vast majority of games are provided, free of charge on the web.  As students would without a doubt embrace gaming, teachers and administrators may be more reluctant to do so.  It is the responsibility of the teacher to provide sound learning outcomes that can be accomplished through the gaming process, and ensure that learning objectives are clearly connected to those objectives found in the gaming environment. In some cases, the game or simulation may be the means to measure if the educational outcomes are being met.

My Gaming Experience

My Gaming Experience. . ..

As far back as I can remember, gaming has always been a part of my life.  I had an Atari, a Sega, a Nintendo, a Playstation and an X-Box.  As I began my education in digital media, the creation of gaming was never my motivation unlike others who solely enter animation to develop games as a career.  I was more fascinated with the story and the adventure than the graphics.  When I began to teach digital media, I found that the demand for gaming design had grown from entertainment to an educational need.

As a student, I have not had many instances where gaming was used, but as a professor I tried to find ways of adding interactive challenges that engaged the user while providing some lesson - obvious or hidden.  In my current job, I am tasked with learning analysis and curriculum development.  My job is to find gaps in knowledge and skills and develop learning plans.  Sometimes I need to develop the curriculum from scratch, but other times I can recommend pre-made content that is offered by my company.  In these lessons, gaming is not obvious, but simulations and interactive activities are used to provide engaging experiences while providing vital lessons to manufacturing professionals.

As I look ahead to how gaming can be a benefit to education, I begin to realize how the various delivery methods of gaming exists and how they impact education.  I also believe that if properly designed, a game can offer both enjoyment and education, adventure and knowledge, a challenge and a reward.  As games call upon cognitive function, problem solving, and critical thinking - what better way to develop and understanding of a topic than entertaining the student through various lessons in the form of a game.