Games and games-based learning have been a part of education for decades. However, with new technological advances, digital games have recently emerged as a new teaching tool. Neuroscience has proven that "Games are tailor made to fit the very different tasks animals and humans will face." (Frost, p.66)
Definition:
An educational game is a game designed to teach humans about a specific subject and to teach them a skill. As educators, governments, and parents realize the phsycological need and benefits of gaming have on learning, this educational tool hasbecome mainstream. Games are interactive play that teaches us goals, rules, adaptation, problem solving, interaction, all represented as a story. They give us the fundamental needs of learning by providing - enjoyment, passionate involvement, structure, motivation, ego gratification, adrenaline, creativity, social interaction and emotion. "Play has a deep biological, evolutionarily important, function, which has to do specifically with learning." (Prensky, p.6)
"The first step towards understanding how computer games can transform learning and education is changing the widely shared perspective that games are “mere entertainment”. It it more than just a multi-billion dollar industry and more than a compelling toy for both children and adults, computer games are important because they let people participate in new worlds. They let players, think, talk and act - they let players inhabit - roles otherwise inaccessible to them. These virtual worlds are what makes games such powerful contexts for learning. In virtual worlds, learners experience the concrete realities that words and symbols only describe" (Global Conflicts Press Kit)
The 2007 Horizon Report first focuses on the Implementation of Social Networking and Mobile Phones explosion in less than two year and has been correct. If the trend remains then this year according to the Report we should see a massive increase in Virtual Worlds, Scholarships based on Videos and Game creation, and lastly within the next two year Massively Multiplayer Educational Gaming. These forms of Education through Teaching, Learning, and Creative Expression will be the cornerstone of Educational Gaming in the near future. Interactive gaming on a single level is currently in use Social Networking with Educational Gaming will become a revolutionary form of education.
According to the 2010 Horizon Report, games are a way for students to experience the struggles and successes of collaboratively working towards a solution to a complex problem set within an interesting storyline. It also points out that although games have been a staple in classrooms for years, “…they are single-player or turn-based rather than truly collaborative”. (Horizon Report) (periods go inside quotation marks--don't need to put source twice) According to (redundant) The 2010 Horizon report defines there are 3 three (spell out numbers less than 10) types of Educational Gaming (don't capitalize--not a specific educational game) - "games that are not digital; games that are digital, but that are not collaborative; and collaborative digital games."(Horizon Report). This Paper(not caps)The primary focus of this discussion is digital games that are not collaborative and some collaborative digital games. (You talk about collaborative games but don't define, give info on non-collaborative)
Collaborative digital games allow students to work with others and develop deep thinking and problem-solving skills rather than just memorization of a topic. One example of these types of games are massively multiplayer online games. Rather than a single dimension of play, Massively Multiplayer Online Games (MMOG)include a number of “sub-games or paths of engagement that are available to players” (Horizon Report).The various levels of engagement require students to work both on their own and within a group to accomplish a pre-determined goal within a storyline. The games are challenging and often force students to research the topic further outside of the game in order to understand and succeed.
Advantages:
Many scholars understand the advantages of Games in Learning. Some of those that strongly support that Serious Games should become a integrated part of Learning in the Classroom are Marc Prensky, Clark Quinn, Carly Schuna and the numerous authors behind the Horizon Reports. (capitalization errors)
The article “Serious Games for Serious Topics” by Clark Quinn at eLearn Magazine outlines one of the largest benefits of technologically-enhanced educational games. It (pronoun reference?) studies the fact that serious games create a hands-on, minds-on opportunity that allows players to actively focus, create and change a scenario while simultaneously learning about consequences of choice in the situation. (is this the benefit?) As students become more engaged and committed to succeeding in the game, they become more willing to learn about the scenario the situation is taking place in. They begin to care about learning more about the topic and how to solve the problem. As the article points outs, “It’s the difference between watching a nature documentary and going backpacking in the wilderness.” (Quinn) (period inside quotation mark) Rather than just memorizing new material like you would watching a documentary, serious games allow students to become active participants in discovering new ideas, information and solutions to problems while also allowing them to feel the tension and suspense of the crisis. This development of real interest through digital games can already be already seen in several businesses. America’s Army, a digital game created to help boost military recruitment numbers, is one example of businesses using a game to help develop employee interest in a topic. “Since its release, different versions of the war game have been downloaded more than 40 million times since its download.” (Holmes) Although only one example, it’s clear that “digital natives” are eager to learn through this medium. (This last sentence sounds like an opinion--with only one example, you haven't proven that digital natives are eager to learn this way--also need to define digital natives or include a hyperlink to where it is defined. There is a glossary page in the TLR wiki. You could include the definition there and link to it or find one on the web)
Playing educational games also help us and children with focus, self esteem, and memory. Educational games can help a child focus because they are being patient while waiting to achieve getting to the next level. Playing these games help their self esteem because sometimes they get a quicker reaction from the game system and they can really see how they have accomplished something. In the games there are milestones that the children will have to reach and at the end of each stage they receive something that they will have to have in the next stage. This is also where their focus comes into play because they will take their time to make sure they do things correctly so that they may go on longer in the game (Schuna) (hyperlink to this website)
A primary advantage of educational games is that students can work on multiple skills and subjects across the curriculum at once. The 2010 Horizon Report (hyperlink to this website) expands on this idea and includes a long list of benefits from “open-ended, challenge-based, truly collaborative games” such as MMOs. Using games of this type can open opportunities for students to work on skills in all areas of traditional education while at the same time including research skills, problem-solving and leadership.
In conclusion, Prensky sums up argues (redundant conclusion and sums up) that children are naturally motivated to play games. Serious Games are interactive play that teach students goals, rules, adaptation, problem solving, interaction, all represented as a story. They give us them (pronoun reference switch from children to us) the fundamental needs of learning by providing enjoyment, passionate involvement, structure, motivation, ego gratification, adrenaline, creativity, social interaction and emotion. "Play has a deep biological, evolutionarily important, function, which has to do specifically with learning."(Prensky, p. 6)(periods go inside quotation marks)
1. Games are a form of fun. That gives us enjoyment and pleasure.
2. Games are form of play. That gives us intense and passionate involvement.
3. Games have rules. That gives us structure.
4. Games have goals. That gives us motivation.
5. Games are interactive. That gives us doing.
6. Games are adaptive. That gives us flow.
7. Games have outcomes and feedback. That gives us learning.
8. Games have win states. That gives us ego gratification.
9. Games have conflict/competition/challenge/opposition. That gives us adrenaline.
10. Games have problem solving. That sparks our creativity.
11. Games have interaction. That gives us social groups.
12. Games have representation and story. That gives us emotion.(Prensky) (block quotes not in quotation marks--removed italics/bold on Prensky)
Disadvantages:
In his video for BigThink.com, video game designer Jesse Schell outlines a few of the problems schools face with integrating serious and MMO games into the current curriculum.
The first point he makes is that “games don’t fit well on a time table.” It’s hard to determine how long it will take a student to accomplish sub-goals and ultimately finish a game, which can pose a problem for teachers wanting to outline how long classroom units should take. While we could set a deadline for when students must end the game and move onto a new unit, we also run into the problem of students feeling discouraged from not successfully finishing a game. If we allow students to stay on a game until they finish, we run the risk of some students falling behind others. It also creates much more for the teacher to keep track of.
Jesse (academic writing refers to last name as you did with Prensky) goes on to point out that because each student/group plays his (faulty pronoun reference) own game, they’re (faulty pronoun reference) likely to encounter a completely different experience from someone playing the same game, but making different decisions two seats down. This difference in experiences also mucks up the traditional teaching method of each student learning from the same material with the same experiences. It also leads into another problem that Jesse points out- if each student is learning and experiencing something different, teachers will have a much more difficult time keeping track of who has learned what. These are issues that can be solved, but schools need to be informed of them before introducing these games to the curriculum.
However, when it comes to comparing game play to traditional teaching styles, the argument is similar to the 1960s and ‘70s debate of which approach to take on reading. Louise Rosenblatt developed what is now called The Reader Response Theory. In this theory, the reader brings his own frame of reference into consideration to review a literary work. This differs from New Criticism where the interpretation is fixed and there is only one right answer. Just as it took time to move from the use of New Criticism to the Reader Response Theory in classroom, it will take time for classrooms to adjust to a larger focus on digital educational games. (not sure how this explanation of reader response theory fits into discussion of game play)
Another disadvantage of using games as part of the curriculum is the chance of over-use. When students and teachers begin to rely too heavily on the use of video games to learn or review material, they risk losing the skills that allow them to function outside of a digital source. (Zafar) These skills have been in decline since many children and adults are becoming addicted to video games. "Video gaming problems are often defined like problem gambling or alcoholism."(Zafar) Social Interaction must be physical as well as mental and this is one of the shortfalls of Educational Gaming without classroom interaction.
The New York City school Quest to Learn (http://www.q2l.org/) (hyperlink Quest to Learn--separate link) is a great example of how curriculum can be structured to allow for students to work collaboratively on units and work together to solve problems. They also frequently use games to help students experience and have a deeper understanding of the material they study. (Horizon Report)
The following video from EduTopia demonstrates a classroom of students successfully using a technological game-like program to integrate multiple educational subjects into an interesting collaborative learning experience.
Resources for Classroom Use:
The following is a list of educational games that could be included in classrooms. They are divided by type of game and educational subject.
Non-Collaborative Digital Games
Reading:
LeapfrogReading Software - This is a commercially-based company that provides hands-on electronic based books for learning to read interactively. Can be given to children and self teaches reading if the child know the basic concepts. Used to teach younger students but IEP and children with disabilities will enjoy also.
Geography:
Placespotting – This is a geography-based game using Google Maps. A picture is shown with clues or description of events and the students must find the location. Can be played in class or homework.
Mathematics:
Calculation Nation - Developed by the National Council of Teachers of Mathematics, the site offers students in elementary and middle school "online math strategy games that allow them to learn about fractions, factors, multiples, symmetry and more, as well as practice important skills like basic multiplication and calculating area — all while having fun."
Online Math Learning- Presents an online Math assistance by subject and grade that includes videos, games, activities and worksheets that are specific to grade level or subject.
Science:
Cell Craft- This is an educational very fun game created by Digital Media & Learning Competition and Dr. Jed Macosko at Wake Forest University and Dr. David Dewitt at Liberty University. It teaches about the cells, their structure and how a cells survives a hostile environment.
Social Studies/History:
Global Conflicts - Global conflicts is an "award-winning" series of educational games designed to allow students (ages 13-20) to learn about various conflicts around the world and the underlying themes of democracy, human rights, globalization, terrorism, climate, and poverty. Each game come with a teacher package that includes a presentation (PowerPoint) of the episode and the related topic, which minimizes teachers´ preparation time, so you can dive right into the conflict by presenting the different historical, religious, social, economic and political reason behind it. The games also come with a teachers’ manual, a topic overview, student worksheets and online resources.
Multiple Subjects:
Quiz Hub - A bank of quizzes, puzzles and reviews to help students drill material.
Internet Technology: (if you have WebQuests under this heading, I think they are for teaching Internet Technology since all the other headings are subject areas)
Webquest (correct spelling is WebQuest) is using the Internet to solve a serious of questions or tasks to complete a group assignment. The webquest website in this link is a good resource for setting up webquests that allow students to work individually on in a group to complete the quest or tasks. (Are WebQuests games or instructional activities?)
Mathematics:
DimensionU- Math, Science and Literacy Video Games - From the 'About' section on their website- "DimensionU is a video game-based learning resource for K–12 students. In DimensionU, students can access 3D multiplayer educational video games that help them hone their math and literacy skills, connect with friends, and compete and collaborate while learning" (source info here).
“Mithril (http://stanford.edu/~pnaqlada/mithril), (hyperlink to game) a multiplayer online role-playing game developed by students at Stanford University. Mithril draws on the look and feel of MMOs but is math-based; players must master mathematical concepts in order to cast spells, defeat foes, and progress in the game.” (Horizon Report--year? link?)
Physics, Space Simulation:
Moonbase Alpha- After a lot of searching and research (by whom?) this game is the best on the market and free for classroom use. Downside is you must download it on Stream, which is not available on Public School Computers. Using the Unreal 3 Engine (UDK), Moonbase Alpha allows for single player and team play using VOIP chat. (what is the subject matter being taught?)
Multiple Subjects:
26 Learning Games to Change the World - A list of games put together by Jeff Cobb at the Mission to Learn website. Many of the games will donate to charitable causes for playing and students learn more about the issue or topic behind the game as they play. Includes everything from Darfur to Politics to World Hunger to Business.
Food Force 2- Is a freeware game based on the earthquake in Haiti. Governments and Corporations are realizing that games can be used like behaviorism to teach skill, concepts, and advertisement needed. (What does the last sentence have to do with the annotation? What is the purpose of this game?)
Is this a game or a resource for evaluating game use? You might need to add a category under this heading if this is a resource.
References:
Ellis, Ken. “Animation as a Pathway to College and a Career.” EduTopia.org. 16 Sept 2010. The George Lucas Educational Foundation. 5 Feb 2011. <http://www.edutopia.org/stw-career-technical-education-classes-model-video>. This cannot be a reference if you didn't use any information in your discussion. It could be a resource--you could embed the video and reference the article.
Frost, Joe, Sue Wortham, and Stuart Reifel. Play and Child Development. Upper Saddle River, NJ: Person Merrill Prentice Hall, 2008. (Pearson--when you cited this article, you needed to have included all three authors' names)
Johnson, Laurence F., Levine, Alan, and Smith, Rachel S. The 2007 Horizon Report. Austin, TX: The New Media Consortium, 2007. <http://www.nmc.oro/pdf/2007_Horizon_Report.pdf>. (link does not work)
Johnson, Laurence F., Levine, Alan, Smith, Rachel S. and Stone, Sonja. The 2010 Horizon Report: The K12 Edition. Austin, TX: The New Media Consortium, 2010. <http://wp.nmc.org/horizon-k12-2010/chapters/game-based-learning/#0> You need to make this distinction since there are the K12 edition and the Higher Ed editions)The first given name appears in last name, first name format; subsequent author names appear in first name last name format.If there are more than three authors, you may choose to list only the first author followed by the phrase et al. (Latin for "and others") in place of the subsequent authors' names, or you may list all the authors in the order in which their names appear on the title page. (Note that there is a period after “al” in “et al.” Also note that there is never a period after the “et” in “et al.”).
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