1. Presented by Amy, Nitthiya, Puvan and Sumathi

3. 1. First log in.
2. Under links,Click on Ray and Tombscape 2.
3. Read the instructions on what you are required to do for
each game.
4. As you play reflect on 2 questions:
 What are the advantages or disadvantages of the games in
terms of developing literacy?
 How would you use the game/games as a teaching tool in
your class?

4. “Playing video games helps develop
sophisticated operational, cultural
and critical literacy skills.”
( Sun , 1996)
Disagree?or

6. Reading
Video
GamesWriting
Gee, J. P. (2007). What video games have to teach us about learning and literacy.
Video gaming is multimodal
; another vehicle or tool
 Meanings are created

8.  Develop and
 educational tools
 Create a and control as players become
active and reflective participants
 Allow among affiliated people which develops
language and social skills
 Encourage players to relationships, strategies
and skills; how each action would impact on future actions
and other players’ actions
 Learners could bring along
e.g. social class, gender, interests, motivations
cognitive, spatial coordinationskills
real sense of ownership
interaction
thinkabout
multiple real-worldidentities
Powerful

9.  video games offer strong identities
 allow players to think in different roles
 project their values and desires onto the virtual character by
making use of the resources provided by the designer
 :
 words are linked to the experiences, actions, images or
dialogues whereas schools are unable to situate meanings in
real contexts all the time
 Generate processes
 Enhances
Effective
decision-making
problem -solving ability
Situatedmeanings

10.  Science teachers struggled to get students to learn literacy
and numeracy
 Students commented, ‘We did literacy and numeracy at
school and we've never had to use it since.’
 Modified a popular computer game, Neverwinter Nights,
published by Atari and produced by Bioware.
 $25 million was spent on the game
 94% of the students achieved key skills
http://news.bbc.co.uk/2/hi/uk_news/education/6254989.stm

11.  Students were invited to pick a character and go on
a quest in which they have to make decisions about
what to take and how to progress using mathematics
and their literacy skills.
 For example, before they set off in their ship they
have to fill it with the things they are going to need.
This requires them to calculate the area of the ship
and how much they can manage to bring.
 Those who faced difficulty to progress in the game
would come knocking on the staff room door and
wouldn't let the teachers go until they were taught
how to overcome them

15.  It surveyed almost 1,000 teachers and more than
2,300 primary and secondary school students in
the UK.
 Results showed:
 59% of teachers would consider using off-the-shelf
games in the classroom while 62% of students wanted
to use games at school.
 55% of students thought videogames would make for
more interesting lessons
 More than 70% of the surveyed teachers felt that
playing games could lead to anti-social behaviour
while 30% of students believed that playing games
could lead to increased violence and aggression.
http://news.bbc.co.uk/2/hi/technology/5398230.stm

16. http://www.reuters.com/article/idUSTRE50819H20090110

17. http://www.mindef.gov.sg/content/imindef/publications/pointer/journals/2006/v32n4/Evolution_of_Modelling_and_Simulation_in_the_Si
ngapore_Armed_Forces.print.html?Status=1

18. A quote taken from Youtube:
‘…some 9 year old are still afraid of their own
shadow, not to talk about a gun. I am 16 and I love
violent video games, love them nice and gory.. When
I was 15 I was let to shoot a realgun at a firing
range for the first time, and there they said I'm a
natural. I did not let them help me with anything, I
knew how to handle a gun.. which I learned from
games…’

19.  Only entertainment.
 Clash of CONFLICTS with schools’ ideal of learning.
 Important knowledge/ information should be related to
intellectual/ academic disciplines.
 discourse of media has an influence over ignorant,
passive viewers/ players especially the young
audience
 Lead to violence and obesity
 Simply bad influence.

20.  Exposure to violent media will reinforce and increase
aggressive behaviour
 Some gamers find it difficult to distinguish between
real and fantasy

21. Objective
 Be clear of the learning outcomes
Assess the content:
 Select games with no undesirable themes, language and
animation
 Evaluate the demands of the game e.g. instructions, skills and
prior experience required
 Aligns with the syllabus
Required level and nature of involvement:
 Active or passive gaming

22. Information :
 Amount of information given vs. prior knowledge of the game
required
Progressive learning:
 Range and options in difficulty levels for all learners
http://sheu.org.uk/sites/sheu.org.uk/files/imagepicker/1/eh203mg.pdf

23. Create opportunity for play
 Curriculum time may not be sufficient for the use of
computer games. Provide alternative places and time for
students to play the game (e.g., at home or in an internet
café).
 Create a community of practice for students.They can learn
how to move on to higher levels in the game, from one
another.
 Look out for opportunities to facilitate learning, like subtly
providing hints on some skills pertaining to a subject.
http://news.bbc.co.uk/2/hi/technology/5398230.stm

24.  WatchVideoClip

25. “Video and computer-based games represent
one technique that may be available to
educators, however care should be taken that
enthusiastic use of this tool does not displace
other more effective techniques.”