What do video games have in common with learning?
Prensky (2003) notes that in video games, players
- have to do something (learn to fly, engage in a quest, etc.);
- aggregate information from multiple sources and make decisions quickly;
- determine the games rules from playing rather than being told;
- develop strategies to overcome obstacles;
- learn complex systems via experimentation;
- learn from failure, or more precisely, learn to overcome failure; and
- in multiplayer games, they must learn to collaborate.
These concepts seem like reasonable expectations of a formal learning environment. So, in general, how come most schools are often described by kids as “boring” or “a waste of time”?
If teaching involves a certain level of motivation, i.e., figuring out how to engage, activate, stimulate and inspire learners and learning, perhaps analyzing how video games are structured might be beneficial in terms of providing a more engaging framework for schooling.
How are video games structured?
Video games are typically separated into categories such as Adventure, Fantasy, Strategy, Puzzles, Role-playing, Sports, and Hybrids or multi-genre. Many popular games involve some level of a “quest” which seems rather fitting for developing minds and bodies.
Games are often built around specific components such as character traits, game rewards, obstacles, a narrative or story line, competition, and in some cases collaboration. This oddly sounds like a Tolkien novel or even Wuthering Heights to a large extent. Similarly, when a reader becomes engrossed in a novel, they able to empathize with the feelings and emotional states of the characters they are reading about (engaged with, if you will). In turn, emotional reactions generated through video games include such feelings as curiosity, fear, power, aggression, wonder, joy, and frustration. (I am curious to know if feelings of helplessness, futility, and dominance also exist among video game players? Having read texts by Sartre, Toni Morrison, and Shakespeare, I can admit to having felt these and more. Do video games produce these feelings as well? If so, how does a player react? Do they put the game away of attempt to work through these feelings?)
Researchers like Csikszentmihalyi (1990) talk about how the level of engagement felt by video game players or engrossed novel readers leaves them in a state of “flow” whereby a person’s self-consciousness disappears, time becomes indistinct, and the activity itself becomes intrinsically rewarding. So how can educators create this level of flow in schools?
Hmmmm… easier said than done. Is it possible for educators to establish clear goals that learners find meaningful? Can/should geometry be turned into a “quest” for Pythagoras or a quest for the origins of geometry (Sorry Husserl)? In this way we combine history, science, mathematics, philosophy all in one course?Is it possible that we create learning environments with multiple goal structures and multiple difficulty levels to adjust difficulty to learner skill sets? Is this what we mean when we talk about personalizing learning?
Is it possible to create an educational environment that is related tied to an emotionally appealing fantasy and metaphor that is related to the skills we are developing along the way? A edutaining movie I was quite fond of as a primary school student was Donald in Mathmagic Land. In one of the “chapters” of the story, the strings of a lyre were associated with different lengths that were geometrically associated showing how music and maths were tightly connected. This story was told from a historical perspective and used clever animation and music to illustrate its points. Although my teacher could have demonstrated all of these concepts on the chalkboard, she chose to introduce these concepts in a way we would find engaging. She regularly had us recall elements of the movie as she outlined similar ideas on the board and so the lessons were all scaffolded around this movie. Emotionally appealing, you bet. Plus the movie provided us a random element of surprise. We were so used to being skilled and drilled, that the movie served as a way to “wake” us up to how maths could be fun and interesting.
The reality of education
The truth is most learners in conventional, teacher led classes have little control over what they learn. Learning is a passive activity where teachers or county administrators often choose materials. Students are asked to conform to the speed and ability level of the group they are assigned, and feedback on their work is often shallow and wooly.
If we think of video games as a model for improving learning environments, we would be offering clear goals, challenging situations that could permit collaboration. Assessments would be criterion based which in turn would permit students more control over the learning process. We could generate flow by engaging learners in problem-based learning environments, through inquiry-based apprenticeships, where learners assume an active role in pursuing goals meaningful to them. We could even consider using performance-based assessments based on actual student performance in authentic contexts.
This notion of video games as models for traditional learning environments relates back to role of teacher preparation programs that I regularly bang on about. That is, teacher colleges should be teaching educators to think like designers, not delivery-bots. I’m not suggesting that learning should be simple and easy. I’m also not suggesting that learning should not require people to move out from their comfort zones. I am suggesting that learning environments need to be planned in such a way that they are engaging and lead to real and meaningful applications. Students should know that memorizing all these little bits of information is leading to something bigger and practical that will serve them well the rest of their days. If not, why are they doing it?
Also worth noting is that the idea of using video games as a model for traditional learning environments is related to a diffusion of innovation theoretical perspective. Video games are an invading species that are foreign to most learning ecologies (although the model on which they are built isn’t terribly foreign). Educators can easily reject them (or such a perspective) or begin to adopt them and as such we would expect to see video games (and/or such a design perspective) propagate over time.
Perhaps it’s a generational issue and indeed in a matter of time, such a learning design model will be de rigeur. Similarly, perhaps it’s only a matter of time before we’re electing legislators and enacting laws via our mobile phones a la American Idol ….
References:
Bowman, R.F. 1982. A Pac-Man theory of motivation. Tactical implications for classroom instruction. Educational Technology 22(9), 14-17.
Csikszentmihalyi, M. 1990. Flow: The Psychology of Optical Experience. New York: Harper Perennial.
Prensky, M. (2003). Digital game-based learning. ACM Computers in Entertainment, 1(1), pp. 1-4.
Squire, K. (2003). Video games in education. Retrieved 13 June 2006 from here.
Photo credit:
Space Invader Icon, Covent Garden, London 2004 & Space Invader Icon, Brick Lane, London 2002 Copyright artofthestat.