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/
5 comments:
Hi Ben,
I like your thoughtful reflection. Your reflection helps me to understand better a question that always perplex me: "why do video games still fail to take place in schools even thought this topic has now been widely discussed?"
There are too many challenges in front of us. One of the biggest one is what you mentioned: "matching gaming structure to fit context of learning subjects". I think the main reason of this challenge is "High Stakes Assessment". The skill development (social-psych and cognitive development) does not match the criteria assessed in "High Stakes Assessment".
I really want to know how to solve this headache problem?
Thanks for your sharing :)
Jiao
Hey Ben,
Tuovinen's article expands most discussions on potential of gaming in learning to the exploration of gaming's feasibility and legitmacy in education.
I like the example you made about gaming in langauge learning. Indeed, instant interaction and “just in time” and “on demand” are learning principles embedded in gaming, which are summarized by Gee (2003).
As you and Jiao mentions, the gap between what is "tested" in public schools and what could be learned through playing in gaming poses a challenge for us all who believe the value of gaming in education. More empirical studies and game designs are needed to tap the connections between gaming and academic learning.
Well stated on both fronts, I believe that school mandated curriculum's fail to realize the potential gains of video games in educational design which cannot be measured with simple statistical data. In addition, since policy and bureaucracy block the ability for many school programs to alter the platform of design and structure to the educational system; assessment measures would need to be altered to account for gains in educational instruction.
Unfortunately, to undergo comprehensive reform, many school systems do not want such changes as it will require individuals to reflect the inadequate practices in place to assist education overhaul in this country. Beyond throwing money at the problem and political modus operandi, a new vision along with emerging technological additions to school curricula represent the only means to raising education levels in this country in order to remain competitive in a global economy structure for future generations.
Hi Ben,
You got a good point that "the potential gains of video games in educational design cannot be measured with simple statistical data", which I think it's one of the limitations of current researches on gaming and education.
I just saw the movie " The Gods must be Crazy". The schools are reluctant to accept video games, just like the African man did not want to accept "the coke bottle" in the movie. The common reason is they fail to realize the unexpected potentials of the new technology.
And I agree with you that "a new vision along with emerging technological additions to school curricula represent the ONLY means to raising education levels in this country in order to remain competitive in a global economy structure for future generations."
Jiao
Hi Ben,
This is an interesting article. I found the following sentence to be very profound in regards to the importance of good design:
"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."
Certainly with sound design addressing pedagogy, games and simulations, will become more widely accepted.
Thanks for your insightfulness!
:) Garnette
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