For my final post of this class I wanted to offer a conglomerate website of many educational software companies that range in a number of different educational resources. This website consists of additional resources such as reviews, organizational links, publishers and publications of all educational gaming and technology fields.
http://www.educational-software-directory.net/
The site maintains daily updates and houses a massive database worth of content for viewing and resource links. Anyone interested in the field should have no difficulty in finding a particular subject of interest for research purposes, instructional design or publication. I hope that this site will serve the needs of my fellow classmates who I have thoroughly enjoyed discussion on a number of gaming, simulation, cultural and language learning topics with educational media.
Educational Software Directory (2008). Your Guide to Learning Software Resources on the Web. Retrieved April 20, 2008, from the website: http://www.educational-software-directory.net/
Sunday, April 20, 2008
Saturday, April 19, 2008
A Feminist Perspective of Gaming, Education and Pop Culture
I loved this article as it offers a perspective that generates debate over the gender differences in gaming, the role of media in perpetuating stereotypes of conformity that appeals to video game users and the cognitive development associated with gaming. In addition, the author of this article,"Beyond the Valley of the Geeks", from Bitch Magazine by Jacqueline Lalley, raises interesting points from a feminist perspective on gaming that expands my knowledge base and insight into the opposite sex reflections on media and gaming for women.
http://www.bitchmagazine.org/article/gender-gaming
The article begins with the author referencing interview transcripts with an anonymous male director of product development, and a successful on at that, who shares his personal experiences of the past as a geek getting beat-up by bullies in school. Ironically, the author highlights the fact that many of these developers and designers create games largely catered to the male demographic which includes testosterone inducing content ad-nauseam. Moreover, given the history of abuse for many geeks by the jock/masculine bullies, now owe their fortunes due to the same archetype of individuals who created such pain and agony from the past. At this point on the author excels at gathering statistics which prove women are vastly under-represented in the gaming industry as designers and developers which explains the lack of titles geared to the female demographic.
Perhaps, the best connection the author makes centers on the additional reference to the book "Everything Bad Is Good for You: How Today’s Popular Culture Is Actually Making Us Smarter" by Steven Johnson, supporting his theories with empirical data states "that playing video games develops our “cognitive muscles.” In other words, gaming makes you smarter, according to standardized measures in the areas of problem solving, abstract reasoning, pattern recognition, and spatial logic" (Johnson, 2005). This implication for women suggests that by being left out in the video-game process, and subsequent engagement in the gaming world equates to the decline of these abilities for women in society, especially those at younger ages where cognitive development remains most critical. As a result Lalley illustrates this very point "For girls, not having access to a tool for sharpening those aptitudes perpetuates the erosion of their engagement with math and science as academic subjects and career paths; this erosion occurs from childhood through young adulthood, keeping women out of a variety of jobs and public decision-making roles. So unless guys are going to stop playing games—and somehow I just don’t see that happening—we have to make sure girls and women do" (Lalley, 2008).
Even more interesting further in the article dissects the impact of avatars and simulations on gaming for women. Although, the perception that games which offer character control and development, with story and detail, staying away from guns, violence and sports would increase interest among women, these games at best carry a female population of 50% (Lalley, 2008) with games like the Sims an an example. The problem here consists of the sexist female archetype most often created by male developers which over-emphasize certain areas of the female body and represent women as sexual objects of desire. As a result many women not only take offense to these avatar designs but simply avoid the games completely.
This article argues great points about the state of video games in society an the need for greater gender equality in game design to assure that future generations of women receive the same benefits of cognitive development in video games as men. A fantastic read with statistics and quotes from gaming insiders and data to support theories, this article remains one of my personal favorites thus far.
Johnson, Steven (2005). Everything Bad Is Good for You: How Today's Popular Culture Is Actually Making Us Smarter.New York: Riverhead Hardcover; 1 edition (May 5, 2005).
Lalley, Jacqueline (2008). Bitch Magazine. Beyond the Valley of the Geeks: Notes on Gender and Gaming. Retrieved April 19, 2008, from the website: http://www.bitchmagazine.org/article/gender-gaming
http://www.bitchmagazine.org/article/gender-gaming
The article begins with the author referencing interview transcripts with an anonymous male director of product development, and a successful on at that, who shares his personal experiences of the past as a geek getting beat-up by bullies in school. Ironically, the author highlights the fact that many of these developers and designers create games largely catered to the male demographic which includes testosterone inducing content ad-nauseam. Moreover, given the history of abuse for many geeks by the jock/masculine bullies, now owe their fortunes due to the same archetype of individuals who created such pain and agony from the past. At this point on the author excels at gathering statistics which prove women are vastly under-represented in the gaming industry as designers and developers which explains the lack of titles geared to the female demographic.
Perhaps, the best connection the author makes centers on the additional reference to the book "Everything Bad Is Good for You: How Today’s Popular Culture Is Actually Making Us Smarter" by Steven Johnson, supporting his theories with empirical data states "that playing video games develops our “cognitive muscles.” In other words, gaming makes you smarter, according to standardized measures in the areas of problem solving, abstract reasoning, pattern recognition, and spatial logic" (Johnson, 2005). This implication for women suggests that by being left out in the video-game process, and subsequent engagement in the gaming world equates to the decline of these abilities for women in society, especially those at younger ages where cognitive development remains most critical. As a result Lalley illustrates this very point "For girls, not having access to a tool for sharpening those aptitudes perpetuates the erosion of their engagement with math and science as academic subjects and career paths; this erosion occurs from childhood through young adulthood, keeping women out of a variety of jobs and public decision-making roles. So unless guys are going to stop playing games—and somehow I just don’t see that happening—we have to make sure girls and women do" (Lalley, 2008).
Even more interesting further in the article dissects the impact of avatars and simulations on gaming for women. Although, the perception that games which offer character control and development, with story and detail, staying away from guns, violence and sports would increase interest among women, these games at best carry a female population of 50% (Lalley, 2008) with games like the Sims an an example. The problem here consists of the sexist female archetype most often created by male developers which over-emphasize certain areas of the female body and represent women as sexual objects of desire. As a result many women not only take offense to these avatar designs but simply avoid the games completely.
This article argues great points about the state of video games in society an the need for greater gender equality in game design to assure that future generations of women receive the same benefits of cognitive development in video games as men. A fantastic read with statistics and quotes from gaming insiders and data to support theories, this article remains one of my personal favorites thus far.
Johnson, Steven (2005). Everything Bad Is Good for You: How Today's Popular Culture Is Actually Making Us Smarter.New York: Riverhead Hardcover; 1 edition (May 5, 2005).
Lalley, Jacqueline (2008). Bitch Magazine. Beyond the Valley of the Geeks: Notes on Gender and Gaming. Retrieved April 19, 2008, from the website: http://www.bitchmagazine.org/article/gender-gaming
Friday, April 18, 2008
Teaching with Movies
Since our topic of discussion this week examines the ability for movies to generate debate over technology, society and culture, this website, offers guides and lesson plans for teachers to facilitate in their curriculum. The Organization, "Teach With Movies" offers insightful debate issues, templates for themes in movies and a fantastic selection of titles to choose from on the page with monthly additions. The site does require a fee of $11.99/year to subscribe, but based on the content and availability of templates it seems quite fair for instructors.
http://teachwithmovies.org/
One of the benefits for teachers facilitating movies to deconstruct certain aspects of societies centers on the visual appeal to the senses and the connection between emotional affect and sensory input for students. The course material that relates to the movie offers students a perspective that draws personal interest and increase self-awareness of certain life issues that carry significance in the real world. In addition, period pieces may highlight cultural awareness for both American and cross cultural studies. Movies also allow a form of art education to interweave with students in curriculum's that are being forced to cutback on certain school programs that often target arts and music to be included in the cut list.
Movies as a form of technology becomes more accessible today and with the available options to create multiple formats of screening movies than before in the past, teachers have more incentives to use movies to assist students with educational topics. In areas that lack the upgrades and infrastructure necessary to assist with computer education, movies as a technological resource remains a viable alternative to introduce students to a varied education and interest in media education. Games today being used in education often incorporate thematic sequences and cut-scenes that mirror the interest and history of American culture and cinema. The gaming industry continues to grow as a commercial success but often the same entertainment techniques rest in the visual stimulation from the interest in cinema. As long as teachers understand the importance of gaming and technology of the future, it remains essential to offer students the foundations of media education in cinema to carry a sense of historical perspective and progression of technology in education.
Teaching with Movies (2008). Lights Camera Learn: A Unique Tool for Teachers & Parents. Retrieved April 18, 2008, from the website: http://teachwithmovies.org/
http://teachwithmovies.org/
One of the benefits for teachers facilitating movies to deconstruct certain aspects of societies centers on the visual appeal to the senses and the connection between emotional affect and sensory input for students. The course material that relates to the movie offers students a perspective that draws personal interest and increase self-awareness of certain life issues that carry significance in the real world. In addition, period pieces may highlight cultural awareness for both American and cross cultural studies. Movies also allow a form of art education to interweave with students in curriculum's that are being forced to cutback on certain school programs that often target arts and music to be included in the cut list.
Movies as a form of technology becomes more accessible today and with the available options to create multiple formats of screening movies than before in the past, teachers have more incentives to use movies to assist students with educational topics. In areas that lack the upgrades and infrastructure necessary to assist with computer education, movies as a technological resource remains a viable alternative to introduce students to a varied education and interest in media education. Games today being used in education often incorporate thematic sequences and cut-scenes that mirror the interest and history of American culture and cinema. The gaming industry continues to grow as a commercial success but often the same entertainment techniques rest in the visual stimulation from the interest in cinema. As long as teachers understand the importance of gaming and technology of the future, it remains essential to offer students the foundations of media education in cinema to carry a sense of historical perspective and progression of technology in education.
Teaching with Movies (2008). Lights Camera Learn: A Unique Tool for Teachers & Parents. Retrieved April 18, 2008, from the website: http://teachwithmovies.org/
Sunday, April 13, 2008
Caution: Moral Parameters of the Media Equation and Gaming
The article, "The Ethics of Buying World of WarCraft Gold" by blogger Ponyma, brought attention to my area of study with gaming and education as the potential for engaging in amoral behavior with software design in order to advance knowledge or gain within digital mediums. Although this example demonstrates the possibilities of amoral behavior to undermine the structure of entertainment video games, this creates a cognitive dissonance for academics and researchers to design games for educational use in which students may be tempted to circumvent the function of the software for academic gain by possibly paying a person online to complete digital assignments or copying previous work-related material. The mere possibility of tampering to exist within software design creates certain challenges for educators to prevent copying of information and hacking of the software to manipulate assignments. The media equation, as stated by Reeves (1996, p5) "Media equal real life" suggests the fact that if individuals treat games and software as they do to other people with respect to interaction, then the potential to purse an amoral advantage in a competitive environment, either business or academia, will result in the desire for individuals to pursue an unfair advantage.
http://www.phillyfuture.org/node/6111
In the example of the article, individuals who play MMORPG's (Massive Multiplayer Online Role-Playing Game) to equip their avatars or characters with better items engage in amoral behavior by purchasing the fantasy world currency with real world currency. The danger in designing games for students to learn in digital environments carries additional consequences for students to pay others for their services in completing assignments. In addition, the games may initiate students the unintended consequences of bending rules and breaking laws. As the media equation dictates, "the automatic response is to accept what seems to be real as in fact real" (Reeves, 1996, p8) just as in society laws exist within games as players are limited in what characters or avatars may be able to operate or interact. When certain laws are broken in society there are resulting consequences that punish the individual for poor judgment, the same dynamic exists in games in that if laws are present students will break them to test the limits. However, without proper oversight or enforcement of digital laws in games or deter the ability for students to engage in amoral behavior, the resulting consequences may undermine the entire process of education itself and expose the challenges of creating games for students without the ability to cheat the design.
This example does illustrate an extreme viewpoint in the design and structure of gaming and student behavior. Yet, the idea that individuals will react to software similar to human interaction implies that flaws do exist in the structure of gaming and educational use by the afore mentioned examples. Laws deter bad behavior yet they are still broken by individuals from the most heinous examples to trivial traffic violations. The challenge for educators rests in designing games to limit the ability to cheat as well as the motive to gain advantage in a software design between students within a class. As long as competition exists in nature, the natural tendency for individuals to find a way to adapt to a problem or scenario in a superior fashion trumps the cognitive dissonance of knowing the difference between moral and amoral behavior.
Reeves, Byron, and Clifford Nass. 1996. "Ch 1, The Media Equation," pp. 3-18 in The Media Equation. Cambridge University Press.
Ponyma (2008). The Ethics of Buying World of WarCraft Gold. Retrieved April 13, 2008, from the Philly Future website: http://www.phillyfuture.org/node/6111
http://www.phillyfuture.org/node/6111
In the example of the article, individuals who play MMORPG's (Massive Multiplayer Online Role-Playing Game) to equip their avatars or characters with better items engage in amoral behavior by purchasing the fantasy world currency with real world currency. The danger in designing games for students to learn in digital environments carries additional consequences for students to pay others for their services in completing assignments. In addition, the games may initiate students the unintended consequences of bending rules and breaking laws. As the media equation dictates, "the automatic response is to accept what seems to be real as in fact real" (Reeves, 1996, p8) just as in society laws exist within games as players are limited in what characters or avatars may be able to operate or interact. When certain laws are broken in society there are resulting consequences that punish the individual for poor judgment, the same dynamic exists in games in that if laws are present students will break them to test the limits. However, without proper oversight or enforcement of digital laws in games or deter the ability for students to engage in amoral behavior, the resulting consequences may undermine the entire process of education itself and expose the challenges of creating games for students without the ability to cheat the design.
This example does illustrate an extreme viewpoint in the design and structure of gaming and student behavior. Yet, the idea that individuals will react to software similar to human interaction implies that flaws do exist in the structure of gaming and educational use by the afore mentioned examples. Laws deter bad behavior yet they are still broken by individuals from the most heinous examples to trivial traffic violations. The challenge for educators rests in designing games to limit the ability to cheat as well as the motive to gain advantage in a software design between students within a class. As long as competition exists in nature, the natural tendency for individuals to find a way to adapt to a problem or scenario in a superior fashion trumps the cognitive dissonance of knowing the difference between moral and amoral behavior.
Reeves, Byron, and Clifford Nass. 1996. "Ch 1, The Media Equation," pp. 3-18 in The Media Equation. Cambridge University Press.
Ponyma (2008). The Ethics of Buying World of WarCraft Gold. Retrieved April 13, 2008, from the Philly Future website: http://www.phillyfuture.org/node/6111
Saturday, April 12, 2008
Role Playing and Simulation: Traditional Vs. Web-Based Learning
I found a terrific article that overlaps with some of my fellow classmates interests in the effect of role-playing in simulations and games as an effective means of cognitive development and learning instructional material. The article, "Suppose you were someone else…
The learning environment of a web-based role-play simulation", by Roni Linser, examines the impact role-playing simulations of online content to assist in the development of attitude structures for individuals and perspective insight to subjective experiences among peers and associates.
http://www.simplay.net/papers/suppose.html
Without spoiling a certain aspect of the article, the results of the experiments that generate situations and scenarios designed to enhance problem solving methods based on real-world problems prove to be successful among subjects and researchers. One of the compelling designs of role-playing simulations center on the reciprocal process of solving problems as an avatar in a world that correlates to daily activities. As stated by Linser (2004) "The argument here is that this routine and implicit use of taking on the attitudes of others in order to understand ourselves and others’ actions is what makes role-play useful", allows students to confront issues that arise based on simulated experiences to enhance methods of resolution in conflict or to strengthen cognitive schema that coincide with attitude belief structures. This ability for students to enlighten prospectives and generate emotions in varied mediums of interaction serve to promote tolerance, patience and creativity between cultures and beliefs.
In addition the article illustrates the the increase of communication in different temporal spaces offers students the opportunity to develop social cognitive behaviors amongst peers. I believe that interaction among different mediums affords all learners and designers the experience of expanding emotional affect based on different subjective viewpoints both digital and real. Any chance we as a species gain perspective on subjects relating to social interaction and positive behavioral reciprocation or conflict resolution, maintains our sense of cognitive evolution to progress beyond subconscious violent urges and into a realm of multiple platforms to discover emotional spectrum's within ourselves. This article proposes some radical transformations of thought and study while allowing open interpretation to future learning based techniques and temporal mediums.
Linser, Roni (2004). Suppose you were someone else…
The learning environment of a web-based role-play simulation. Retrieved April 12, 2008, from the website: http://www.simplay.net/papers/suppose.html
The learning environment of a web-based role-play simulation", by Roni Linser, examines the impact role-playing simulations of online content to assist in the development of attitude structures for individuals and perspective insight to subjective experiences among peers and associates.
http://www.simplay.net/papers/suppose.html
Without spoiling a certain aspect of the article, the results of the experiments that generate situations and scenarios designed to enhance problem solving methods based on real-world problems prove to be successful among subjects and researchers. One of the compelling designs of role-playing simulations center on the reciprocal process of solving problems as an avatar in a world that correlates to daily activities. As stated by Linser (2004) "The argument here is that this routine and implicit use of taking on the attitudes of others in order to understand ourselves and others’ actions is what makes role-play useful", allows students to confront issues that arise based on simulated experiences to enhance methods of resolution in conflict or to strengthen cognitive schema that coincide with attitude belief structures. This ability for students to enlighten prospectives and generate emotions in varied mediums of interaction serve to promote tolerance, patience and creativity between cultures and beliefs.
In addition the article illustrates the the increase of communication in different temporal spaces offers students the opportunity to develop social cognitive behaviors amongst peers. I believe that interaction among different mediums affords all learners and designers the experience of expanding emotional affect based on different subjective viewpoints both digital and real. Any chance we as a species gain perspective on subjects relating to social interaction and positive behavioral reciprocation or conflict resolution, maintains our sense of cognitive evolution to progress beyond subconscious violent urges and into a realm of multiple platforms to discover emotional spectrum's within ourselves. This article proposes some radical transformations of thought and study while allowing open interpretation to future learning based techniques and temporal mediums.
Linser, Roni (2004). Suppose you were someone else…
The learning environment of a web-based role-play simulation. Retrieved April 12, 2008, from the website: http://www.simplay.net/papers/suppose.html
Thursday, April 10, 2008
Gaming Pedagogy & Structure
The article, "Gaming pedagogy" by Eero Tuovinen, attempts to stimulate and analyze the basis for pedagogy in gaming and education. As this area draws my own particular interest, the article examines interesting social-psych and cognitive development perspectives as well as critiquing the context and facilitation of practical design for educational video game instruction.
http://www.stumbleupon.com/demo/?review=1#url=http://isabout.wordpress.com/2007/12/05/gaming-pedagogy/
One of the best aspects of the article concentrates on the definitions of pedagogy and practicality of gaming as a beneficial tool. As the author states, "the pedagogy needs to specify the mechanism by which the learning happens" (Tuovinen, 2007) and rightfully so in asking the questions as to what context and ability that enhance the experience of students in participating in educational gaming. One aspect of focus centers on competition and play with reference to social-psych cognitive development for young children and offspring of all animal species. As Tuovinen states, "Ethology and comparative psychology hold that play is an important part of early growth process for both humans and a wide swath of other animals" (Tuovinen, 2007) moreover, play as a function of social development for adults in society and generating a sense of social organizational skills to function in complex societies. In addition, the author focuses his attention to competition as I have made reference to in previous blog posts before but it remains a valuable asset to develop students desire to succeed in achieving goals.
Perhaps, the best examples of the article focus on the idea that tacit learning as a result of playing video games allows teachers to frame the context of appropriate subject matter to positive feedback loops and reward cycles. If a teacher designs a game to help facilitate language comprehension in an interactive manner for a classroom, the paradigm of design shifts from teacher-student interaction to student-student interaction; which allows for promoting conversation between the learners and a communal sense of language development for the class as a whole. This context may be applied to the same concepts of art in that the learned material represents the process and not the work itself.
The theory and structure of pedagogy in gaming requires a great deal of thought in planning the proper context and environment for the material to succeed with these methods. However, the structure of game design allows for the development of generating new worlds and boundaries for students to explore on a medium that carries universal appeal. If the only challenge for the teachers remains applying the material to a digital context of learning, interactivity, exploration, competition and innovation, then the challenge becomes matching gaming structure to fit context of learning subjects. The only problem remains challenging the old doctrine and hierarchy of learning standards that limit the function of technology in public school systems who fail to see the opportunity and contextual creativity beyond measurement in application of subject matter.
Tuovinen, Eero (2007). Gaming Pedagogy. Retrieved April 10, 2008, from the website: http://www.stumbleupon.com/demo/?review=1#url=http://isabout.wordpress.com/2007/12/05/gaming-pedagogy/
http://www.stumbleupon.com/demo/?review=1#url=http://isabout.wordpress.com/2007/12/05/gaming-pedagogy/
One of the best aspects of the article concentrates on the definitions of pedagogy and practicality of gaming as a beneficial tool. As the author states, "the pedagogy needs to specify the mechanism by which the learning happens" (Tuovinen, 2007) and rightfully so in asking the questions as to what context and ability that enhance the experience of students in participating in educational gaming. One aspect of focus centers on competition and play with reference to social-psych cognitive development for young children and offspring of all animal species. As Tuovinen states, "Ethology and comparative psychology hold that play is an important part of early growth process for both humans and a wide swath of other animals" (Tuovinen, 2007) moreover, play as a function of social development for adults in society and generating a sense of social organizational skills to function in complex societies. In addition, the author focuses his attention to competition as I have made reference to in previous blog posts before but it remains a valuable asset to develop students desire to succeed in achieving goals.
Perhaps, the best examples of the article focus on the idea that tacit learning as a result of playing video games allows teachers to frame the context of appropriate subject matter to positive feedback loops and reward cycles. If a teacher designs a game to help facilitate language comprehension in an interactive manner for a classroom, the paradigm of design shifts from teacher-student interaction to student-student interaction; which allows for promoting conversation between the learners and a communal sense of language development for the class as a whole. This context may be applied to the same concepts of art in that the learned material represents the process and not the work itself.
The theory and structure of pedagogy in gaming requires a great deal of thought in planning the proper context and environment for the material to succeed with these methods. However, the structure of game design allows for the development of generating new worlds and boundaries for students to explore on a medium that carries universal appeal. If the only challenge for the teachers remains applying the material to a digital context of learning, interactivity, exploration, competition and innovation, then the challenge becomes matching gaming structure to fit context of learning subjects. The only problem remains challenging the old doctrine and hierarchy of learning standards that limit the function of technology in public school systems who fail to see the opportunity and contextual creativity beyond measurement in application of subject matter.
Tuovinen, Eero (2007). Gaming Pedagogy. Retrieved April 10, 2008, from the website: http://www.stumbleupon.com/demo/?review=1#url=http://isabout.wordpress.com/2007/12/05/gaming-pedagogy/
Sunday, April 6, 2008
Devils Advocate - Why Educational Games Will Fail
Although I tend to disagree with many of the statements within this article, the significance of it remains important to understand the opposition to educational video-game instructional design in classrooms and workplace environments. The article does raise a few interesting points examining the meta cognitive application of the "gaming genre" suggesting the philosophy behind games focuses merely on entertainment by nature and thus cannot be fully applied to learning. Once the design of the game becomes learning oriented instead of entertainment, the audience will become bored or uninterested in the topic of discussion, thus defeating the purpose of the game objectives.
http://www.slate.com/id/2169019/
The author ponders the following premises "When does a game stop being a game and turn into an assignment? Can a game still be called a game if it isn't any fun?" (Peters, 2007) His evidence points to the company, Persuasive Games, which has produced the game Food Import Folly design to teach learners about the import inspection process. However, the only aspect of fun for the author during game experience came with the credits screen rolling. Yet, perhaps the most convincing element of the article stems from the author's comment that boring and mundane tasks of an office environment or any other environment of activity will remain the same if animated to stimulate interest, "Animating mindless, boring repetition doesn't make the repetition any less mindless or boring" (Peters, 2007). As a result, the author believes that educational games are destined to fail because of the expectations of entertainment value in mainstream video-games and the philosophical approach of creating virtual realities of the tediousness of life.
The one positive of this article stems from the author points to simulations like Second Life and World of Warcraft as ideas for learning structures that may enhance learning/workplace environments. Sid Meir's Civilization game series also may be effective in teaching history in classrooms and offer a perspective to students learning about culture and infrastructure with American History. I tend to agree that strictly educational games by design do have drawbacks mainly being that they lack the engaging themes of mainstream games to include an arcing storyline, have some final objective to motivate the audience or a character to identify inside the virtual world. The best scenario for the future of video-game application in educational design or office instruction must create a balance between educational premises within an entertaining medium that engages and enhance the learning experience. The key remains having innovative designers working with educators that have a vision for digital instructional design in education.
Peters, Justin (2007). World of Borecraft Never play a video game that's trying to teach you something. Retrieved April 6, 2008, from Slate Web Site: http://www.slate.com/id/2169019/
http://www.slate.com/id/2169019/
The author ponders the following premises "When does a game stop being a game and turn into an assignment? Can a game still be called a game if it isn't any fun?" (Peters, 2007) His evidence points to the company, Persuasive Games, which has produced the game Food Import Folly design to teach learners about the import inspection process. However, the only aspect of fun for the author during game experience came with the credits screen rolling. Yet, perhaps the most convincing element of the article stems from the author's comment that boring and mundane tasks of an office environment or any other environment of activity will remain the same if animated to stimulate interest, "Animating mindless, boring repetition doesn't make the repetition any less mindless or boring" (Peters, 2007). As a result, the author believes that educational games are destined to fail because of the expectations of entertainment value in mainstream video-games and the philosophical approach of creating virtual realities of the tediousness of life.
The one positive of this article stems from the author points to simulations like Second Life and World of Warcraft as ideas for learning structures that may enhance learning/workplace environments. Sid Meir's Civilization game series also may be effective in teaching history in classrooms and offer a perspective to students learning about culture and infrastructure with American History. I tend to agree that strictly educational games by design do have drawbacks mainly being that they lack the engaging themes of mainstream games to include an arcing storyline, have some final objective to motivate the audience or a character to identify inside the virtual world. The best scenario for the future of video-game application in educational design or office instruction must create a balance between educational premises within an entertaining medium that engages and enhance the learning experience. The key remains having innovative designers working with educators that have a vision for digital instructional design in education.
Peters, Justin (2007). World of Borecraft Never play a video game that's trying to teach you something. Retrieved April 6, 2008, from Slate Web Site: http://www.slate.com/id/2169019/
Saturday, April 5, 2008
Second Life - Continuation
Hey everyone, I greatly appreciate the feedback on Second Life and I wanted to offer this website which essentially gathers resources on Second Life including links and references for the many different ways Second Life enhances educational learning experiences. The function of simulations like second life should not replace the standard curriculum for teachers, but the simulation may be effective for certain subjects; promoting an aesthetic appeal for students in an otherwise dull classroom environment. I also want to note that not every classroom environment is dull or that the teacher is dull; moreover, education curriculum requires an overhaul of some kind to address the challenges of teaching the gamer generation.
http://sleducation.wikispaces.com/educationaluses
One of my favorite examples includes the creation of Virtual Morocco to hep teach students about the culture and unique travel aspects of the country. The application of second life to any educational topic remains limitless. Suppose a teacher wanted to create, Fraction Land, to help students create a world where fractions constitute the prices and amounts of goods and services so they get an idea of how to conceptualize fractions in a digital medium. Every student creates an avatar that lives and purchases items at any store and problems may be setup by the customer and clerk to propose a hypothesis and solution. This interactivity allows students to understand the function of math in a virtual setting that applies to real life situations.
Again, the context of the learning environment remains the key for second life to enhance the learning experience for students. Training students to work on cadavers in a virtual setting to help in medical school may not be the best use of second life but training medical students to use precision tools through learning simulations may be an invaluable asset. The function of simulations such as second life do not replace the instructional design, only adjust the design parameters to include digital forums of discussion and creativity.
Second Life in Education (n.d.) Educational Uses of Second Life. Retrieved April 5, 2008, from Wikispaces: http://sleducation.wikispaces.com/educationaluses
http://sleducation.wikispaces.com/educationaluses
One of my favorite examples includes the creation of Virtual Morocco to hep teach students about the culture and unique travel aspects of the country. The application of second life to any educational topic remains limitless. Suppose a teacher wanted to create, Fraction Land, to help students create a world where fractions constitute the prices and amounts of goods and services so they get an idea of how to conceptualize fractions in a digital medium. Every student creates an avatar that lives and purchases items at any store and problems may be setup by the customer and clerk to propose a hypothesis and solution. This interactivity allows students to understand the function of math in a virtual setting that applies to real life situations.
Again, the context of the learning environment remains the key for second life to enhance the learning experience for students. Training students to work on cadavers in a virtual setting to help in medical school may not be the best use of second life but training medical students to use precision tools through learning simulations may be an invaluable asset. The function of simulations such as second life do not replace the instructional design, only adjust the design parameters to include digital forums of discussion and creativity.
Second Life in Education (n.d.) Educational Uses of Second Life. Retrieved April 5, 2008, from Wikispaces: http://sleducation.wikispaces.com/educationaluses
Friday, April 4, 2008
Shift to Simulations
Many of us by now have heard of the simulation, Second Life, an online virtual world, created by its users who can interact with one another by creating a digital avatar. This simulation has created a cult like following but in addition continues to grow as an open source model for businesses to conduct meetings, for non-profit organizations to raise funds and meet new clients and even in some research circles, second life represents a world for autistic and other individuals affected with cognitive social disorders.
http://secondlife.com/
One article from Wired Magazine in the March 2008 edition, discusses the affect of autism on one's environment and that non-verbal communication represents a form of communication with an individual and the surrounding environment. The article examines Amanda Biggs whose Youtube popularity rose when she played a clip of herself making awkward gestures with her hands and touching objects in her room. However, a voice activated software, DynaVox, synthesizes written language to voice application, as Amanda types words at 120 a minute, lets people know her thoughts and disposition. One of her favorite hangouts rests with the sim world of Second Life where she speaks to her fellow "autie and aspie friends". (Wired, 2008, p156).
Hard to imagine that second life now represents a world of not just entertainment but practical application to redefining business models, organizational methods and procedures as well as research areas of study and worlds where those who cannot interact face to face yet find solace and comfort in a digital medium. Simulations such as second life may be applied to classroom education for teachers to simulate exercises or for students to learn history by creating a virtual setting of a reality to conceive the notion of early American Revolution. The possibilities remain endless for this simulation to serve the public in the means of science, business, education and public health as a platform that encompasses any individual who chooses to engage in this online world. The article in Wired analyzes the research aspect of second life and the website itself demonstrates various options to create avatars and what world to exist or explore. Maybe we as a group can make our own avatars or check it out for yourself and enjoy all that second life offers to reality and digital enhancement.
Wired Magazine.(2008, March). Wired, 2008, pp154-158.
http://secondlife.com/
One article from Wired Magazine in the March 2008 edition, discusses the affect of autism on one's environment and that non-verbal communication represents a form of communication with an individual and the surrounding environment. The article examines Amanda Biggs whose Youtube popularity rose when she played a clip of herself making awkward gestures with her hands and touching objects in her room. However, a voice activated software, DynaVox, synthesizes written language to voice application, as Amanda types words at 120 a minute, lets people know her thoughts and disposition. One of her favorite hangouts rests with the sim world of Second Life where she speaks to her fellow "autie and aspie friends". (Wired, 2008, p156).
Hard to imagine that second life now represents a world of not just entertainment but practical application to redefining business models, organizational methods and procedures as well as research areas of study and worlds where those who cannot interact face to face yet find solace and comfort in a digital medium. Simulations such as second life may be applied to classroom education for teachers to simulate exercises or for students to learn history by creating a virtual setting of a reality to conceive the notion of early American Revolution. The possibilities remain endless for this simulation to serve the public in the means of science, business, education and public health as a platform that encompasses any individual who chooses to engage in this online world. The article in Wired analyzes the research aspect of second life and the website itself demonstrates various options to create avatars and what world to exist or explore. Maybe we as a group can make our own avatars or check it out for yourself and enjoy all that second life offers to reality and digital enhancement.
Wired Magazine.(2008, March). Wired, 2008, pp154-158.
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