Chapter 7 - Digital Blog Post E

To Game or not to Game:

Chapter 7 explores a variety of problem-solving technologies. One particular section even touched on the possibility of digital games for the learning process. One option for digital gaming was simulation while the other was a virtual world. Simulation games seemed more geared towards a desktop program while virtual world gaming was for an online audience. Even though both options have their benefits, I have to say that I feel like a virtual world experience may not be best for the classroom. Although we want to think positive about technological influences on students, we also have to be weary and use student-friendly approaches. With online gaming, there is no solid guarantee that students will not run into some sort of improper exposure with another online gamer i.e. inappropriate language, conduct, or exposure of personal information. On the flip side, simulation games that stimulate the mind and integrate stealth learning are welcomed technologies with a smaller chance of negative outcomes.

Using real-world circumstances to get students involved in class is both a genius and useful way to get students to learn. Instead of using fabled scenarios that would likely never happen in life to teach students, students are more likely to link in-class learning with life lessons when these approaches are integrated. The reading states, “Jonassen urges teachers to create activities around real-life problems that interest and motivate students” (Maloy, et al, 2014, p. 159). By using a variety of learning activities, in this case games, students have a better chance of widening their problem solving horizons. A site known as te@chthought provides of list of over fifty games that can be used as learning tools. The games provided were chosen due to their playability (quality), cognitive load (tactical demands), and innovation (interaction and originality). While helpful sites like this exist to aid in student development, it is always important for teachers to look into each game before allowing students to play.

It was nice to see the reading explaining the importance of switching it up when dealing with games and their reward systems, as well as their gaming strategies. When dealing with the human mind it’s important to keep us thinking instead of getting stuck in a repetitious method that doesn’t allow for true understanding of a concept. Also, an important point was the psychological impact some games and their approach can have on students. Some students may or may not be dealing with stressful real-life scenarios that are magnified by a game’s point system– meaning a game that strives for excellence through a high status can cause psychological harm to a student. Even though games exist that are filled with violence, aggression, or high competition, I still feel that schools and educators can create a safe and fun learning environment through the use of gaming. Even taking a break from problem solving for the simplest of games – that have right and wrong answers – can be seen as an interesting past time for a student. What matters is effort and interaction, especially when teachers get involved!

In conclusion, gaming can be a helpful tool to harness within the classroom, but it does come with its concerns. The strong qualities of gaming like problem solving, interaction, stealth learning, and creativity are all positive aspects of this technological method. However, every method has its negative aspects if used unwisely. It is vital that teachers explore games before allowing students to use them just like it is important to weigh the pros and cons of certain gaming experiences i.e. virtual worlds. Even though technology has come a long way, many of its features are still in the trial and error phase.

Resources

Extra Credits (2015, August 22). Extra Credits - Games in Education - How Games Can Improve Our Schools. Retrieved October 2, 2015, from https://www.youtube.com/watch?v=1HTS2nxpRqM

Goshay, N (2015, October 2). Digital Games for Learning. Created with bubbl.us https://bubbl.us/?h=2d76fc/5b43e2/297ZAaEUVqRW.&r=306411874

Maloy, R., O'Loughlin, R., Edwards, S., & Woolf, B. (2014). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education Inc.