Online Games in the Classroom

Educação

“The brain developed to solve
problems relating to surviving in
an unstable, outdoor environment
and to do so in near constant
motion.”

John Medina
Brain Rules

convince a middle
school kid that a five
paragraph essay
is essential for her
survival

brains work best when emotional
chemicals are increased

games provide “tasty patterns of
reality”

“Better theories of learning are
embedded in the video games many
children play than in the schools
they attend.”
James Gee
What Video Games Have to Teach Us
About Literacy & Learning

Grand Theft Childhood
Lawrence Kutner

How Computer Games Help
Children Learn
David Williamson Shaffer

Don’t Bother Me, Mom --
I’m Learning!
Marc Prensky

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This session will demonstrate the use of games for K-12 students in an online environment across a variety of subject areas. Participants will be presented with the theory behind educational games as well as demonstrations of how to use games in class to improve student performance. Teachers will become familiar with the use of single and multi-player games to reinforce basic skills as well as to support higher-order thinking and problem solving. Internet-based games will be presented along with ways to encourage collaboration, create emotional connections and enhance motivation. Common concerns about the use of games in the classroom will be addressed and discussed. Ever think you'd see your students spending hours voluntarily doing math drills or discussing economic theories? It can happen!

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Ascilite 2010 keynote "Everything I need to know I learnt from World of Warcraft": why we might need to start asking better questions about games, simulations and virtual worlds Like many areas of educational technology research, a lot of the work that focuses on games, simulations and virtual worlds consists of case studies that demonstrate proof of concept, enthusiastic position pieces or success stories. All of this is important: we need to know what sort of things we can use these technologies to do, so as to build a broader repertoire of teaching practices. However, this kind of focus neglects a range of other questions and issues that may prove more important in the longer term. For example, educational research about games typically emphasises the way that playing motivates players; it ignores how successful games (such as massively multiplayer online games) often feel like work, and it also glosses over the way that bringing a game inside the curriculum changes the way that 'players' relate to it. There are also inconsistencies in the way games are thought about: the idea that they cause violence is often criticised as over-simplistic, yet the idea that they cause learning isn't. In virtual worlds, opportunities to create new identities is widespread, but questions about how this relates to our embodied relationships are rarely asked. In simulations, 'realism' is celebrated - but this means that simulations will always be second best to actual experiences, and it ignores how groups can disagree about whether something is realistic or not. Across this work, the complexity of learning and teaching seems hidden by the desire to promote the value of these technologies. This talk will offer some examples of work that, in small ways, try to engage with these kinds of issue. Different priorities will be suggested, which invite a new kind of engagement with research and practice in this area.

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