Games and Learning

Close to 70% of Australians “play video games in their household (Brand, Todhunter & Jervis, 2018, p. 6).” Although this figure has decreased by 1% since 2016 (Brand & Todhunter, 2015, p.5), video game engagement continues to be consumed by more than half of Australia. The drop shown in the statistics, though not discussed in the literature, could indicate those families who are not educated in the field of ‘game play’ (Salen, 2010) therefore are not able to appreciate the skills that can be obtained/attained through play.

In order to build communication and problem-solving skills in students, they need the opportunity to ‘play’ (Salen, 2010; Gee 2008). This allows for students to perform at high cognitive stages such as ‘creation.’ The best way to use games for learning is to allow the students to create.

If you want them to ‘play’, how will you ensure they are building their own learning? It’s important to allow students to play video games.

Initially, students can play Tetris and deconstruct the features that made it an engaging game. Students can rate the ease of use and maybe even suggest how to improve it.

According to the MacICT’s (2013) Good Game Design, students should plan their game. However, before planning their game, it is suggested that students ‘play’ (Salen, 2010; Gee 2008). Therefore, students would be introduced to or advised to access Scratch. Here students will initially decide what type of game they would like to create i.e. clicker or chase game, then begin creating. It is important for students to experience the capabilities, functions and features provided to students by the tool they are using to then be able to clearly understand what’s expected of them and set a goal as to what they believe they can achieve. 

Playing games can stifle student creativity, however this effect can be reversed with the guidance provided to them from the teacher. Scaffolding is extremely important in order to effectively facilitate student learning. 

To position students as designers gives them something to look forward to, something to take charge of and make it their own. This form of education for students is priceless. 

References

Brand, J. E. & Todhunter, S. (2015). Digital Australia 2016. Commissioned by the Interactive Games Entertainment Association, Everleigh, NSW: IGEA.

Brand, J. E., Todhunter, S. & Jervis, J. (2018). Digital Australia 2018. Commissioned by the Interactive Games Entertainment Association. Everleigh, NSW: IGEA

Gee. J.P. (2008, August 12). James Gee on grading with games[Video File]. Retrieved from https://www.edutopia.org/video/big-thinkers-james-paul-gee-grading-games

Howe, C., Tuttle, D., Hutchison, S. & Fennell, A. (2013). MacICT Good Game Design. Retrieved from https://ilearn.mq.edu.au/mod/resource/view.php?id=5019812

Salen, K. (2013, July 30). Katie Salen on the power of game-based learning (big thinkers series). Retrieved from https://www.edutopia.org/video/katie-salen-power-game-based-learning-big-thinkers-series

Sezenator1 (2019, June 7). Games and learning step 1. Retrieved from https://youtu.be/SGW7LfuM77A

Note for EDUC362 staff: I found the MACICT Good Games Design online however was unable to successfully access the content. It kept loading the page with a WebFaction message so I believe the link may be broken. This is the reason why I’ve referenced iLearn instead. One of the links I couldn’t access regarding MACICT is macict.edu.au/wp-content/uploads/2013-MacICT-Game-Design-Core-Loop.pdf