Myths on Gaming & Our Intellectual Capacity

I absolutely loved this article for the simple reasons that the author does not simply defend the participation of video game use, but instead, dissects the interesting effect that gaming carries on our culture; helping us development a larger intellectual capacity. This notion that games disrupt our cognitive abilities and distract us from more important functions typically reflects the sentiments of researchers that wouldn't know the difference between a tank and a healer. This reference pertains to a certain character description from World of Warcraft, a game that I have played recently before starting work in my Master's courses. However, I still participate in the gaming community and can attest that very important social and cognitive skills may be developed in ways better suited for some individuals. This article exposes some of the myths regarding games and analyzes the beneficial gains we get from games as well.

http://www.techlearning.com/story/showArticle.php?articleID=196604665

The article continues to expose myths regarding video games, many of which the majority of the population believes, since the worst games on the market tend to get the most publicity. Yet, the great majority of games carry great entertainment value without subjecting its players to graphic or obscene content. However, the most important aspect of the article stems from the idea that the foundation of a game parallels that of an instructional design for a class curriculum. The games must cater to a wide audience of individuals who vary ethnically, by sex, geographical location and socioeconomic status. Gamers exist in all parts of societies around the world, just as students in classrooms. In addition, the key to having a successful game centers on keeping the players motivated to reach the desired goals within the framework of rules and assignments. The challenge with a game carries the same challenges of instructional design, there must be a set path to reach the desired means, the more effort a gamer puts in the more successful the outcome, just as students who read and interact with their assignments the greater chance of academic success.

The greatest gain from games to assist with education rests upon the individual drive and thought required to access new content in both worlds, as a manner of reference. Gaming teaches us to interact in a new environment by learning new parameters, setting goals, choosing our own motivation and the greater time spent pays off with better results. Education may apply these rules to games and the results among students, especially at a young age may help students become more interested in learning about history, math and science, all categories we are struggling with comparatively against other developed nations. Games that have students solve puzzles, design architecture to relieve problems or needs within a society or develop a strategy to defeat the British in the war may spark student interest in subjects thought obtuse and irrelevant by students standards. Games on the market can teach us to learn in many ways, now the responsibility for teachers and designers rests upon creating a symbiotic culture of gaming and education that combines the visual acuity and interest of games with the content of educational subject matter.