Blog Entry #6: Good Video Games and Good Learning

In Good Video Games and Good Learning, James Paul Gee makes a valid argument for the sorts of learning principles seen in good video games. He seems to understand that some people may never agree with using video games of any kind in the classroom, which is why he encourages educators to find ways to make learning more game-like with or without the actual video games. I completely agree with this idea because game-like situations provide students the opportunity to apply what they know and allows them to learn from their mistakes. Page thirty-seven reads, "They (schools) often demand that students gain competence through reading texts before they can perform in the domain that they are learning." The text also points out, "Good video games operate by a principle just the reverse of most schools: performance before competence (Cazden 1981)" (Gee, 37). I believe learning is doing; providing experiences for students to problem solve and use higher-order critical thinking skills in their performance allows them to meaningfully develop knowledge.

Gee's article was published in 2005, and I personally haven't noticed much increase in the use of video games in education since then. Yes, I've seen more computer games and tablet applications being used in the classroom, but they are mostly being used for drill and practice and not problem solving. However, some schools in the nation are participating in research on video games being used as a classroom learning tool. An online article by USA Today from March 4, 2013 describes the use of SimCity at an Oakland middle school. The article provides this example of how the game is used for learning: "A sample SimCityEDU lesson asks students to prioritize public works projects and 'explain
your reasoning,' with writing assignments that culminate in several drafts of an essay. Game play, both at home and in school, tests students' hypotheses" (Toppo).

I think these learning opportunities are extremely valuable because students can experiment and often become determined not to quit until the problem is solved. It is unfortunate that gaming in education does not seemed to have increased nation-wide. The following statement from the USA Today article describes the need to consider gaming as a valuable learning tool, "For generations...education has worked in essentially the same way: 'People have a learning experience and the learning experience ends, and people take a test'...With well-designed games, the test is built into the game: Win a game of Halo and no one asks you to take a test on the material — you've mastered it" (Toppo).

As a future educator, I will do my best to bring video games or game-like experiences into my classroom. I most definitely see the importance of students performing and learning along the way. It has always been more meaningful for me when I can try something and see what works. Video games can provide that experience when creating real-world situations is not possible. Even very young students are capable of manipulating a video game. They, too, can learn from these experiences. Overall, the most important thing to remember when using video games or game-like situations in the classroom with children of any age is to make sure the game has been researched and will provide a quality learning experience.



Sources:

Gee, J. P. Good video games and good learning. (2005). Phi Kappa Phi Forum, 5(2), 33-37. Retrieved from https://blackboard.bsu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=/webapps/blackboard/execute/launcher?type=Course&id=_107194_1&url=

Toppo, Greg. "Video game invades classroom, scores education points." USA TODAY. N.p., 4 Mar. 2013. Web. 16 Apr. 2013. <http://www.usatoday.com/story/news/nation/2013/03/04/video-games-education-simcity/1963239/>.