The Impact of Virtual Worlds and Online Gaming on Education and Training by Pursel and Bailey - Article Example

Establishing Virtual Learning Worlds: The Impact of Virtual Worlds and Online Gaming on Education and Training Video games are technological phenomenon that thrives in today's modern social environment. In this critical review I will present an article by Pursel and Bailey (2005). The title is: "Establishing Virtual Learning Worlds: The Impact of Virtual Worlds and Online Gaming on Education and Training". In the paper I will argue that the article presents an intriguing, but yet problematic piece of research. I will show that implementing elements from video gaming can create a digital elearning divide which may cause some elearners to completely deny the quality and effectivity of any online courses. Pursel and Bailey (2005) focus their attention on how online video games can contribute to the elearning processes and stimulate them. They explore a number of resources demonstrating that there are two primary limitations of online learning. Learners generally lack motivation and they do not interact enough during their online courses. Pursel and Bailey (2005) propose that in order to enhance the elearning possibilities new approaches should be adopted by teachers. The new generation processes information in a different way in comparison to their parents', consequently methods used in online games have to be included in the virtual learning. The author's main purpose in writing the article is to offer an alternative solution in overcoming the decreasing interest and value of courses conducted online. Their attempt presents innovative and facilitating model of the learning within the virtual world. Education is a great asset which transforms communication in a higher level. The benefits of good quality online education, however are not available to the urban sections of society. Pursel and Bailey (2005) provide information only about the U.S. consumers and do not refer to sources about the rest of the world. Yajnik (2005) notes that information technology is such a powerful tool that has the potential to make education available even to people in remote locations. The primary limitations lack of interactivity and motivation deficit that Pursel and Bailey (2005) have to be related to a specific strata from the society and clarifications made about the economic status from the country in questions. The generalizations delivered by Pursel and Bailey (2005) show limited research scope. A problematic issue is that the majority of those who drop out of the online courses do not find them challenging enough. It is of critical importance to emphasize that Pursel and Bailey's (2005) proposal to incorporate video games strategies into elearning is directed mainly to satisfy the requirements of U.S. student audience. In countries with developing economies students are willing to engage in all kinds of learning to higher their educational background. Yajnik (2005) suggests that the growth in communication technology in India widens the divide between those who have access and those who do not. The main task of elearning methods is not to increase the social gap introducing video games methodology, but to make it possible for underdeveloped countries to have the same opportunities. Implementing video games in the structure of online courses will create immediate exclusion of certain users. E-learning tutors might not want to risk "information exclusion" of their students by complex design or unaffordable software. Kenya's education minister, Professor George Saitoti (cited in Ogodo, 2007) says that when integrated into educational system the Internet Communication technologies "have the capacities to improve the delivery of education through distance learning, provide access to universal digital libraries, offer ways in which universities can globally compete and offer improvements in academic administration (par. 17)." The elearning technologies offer new ways in which the quality and effectiveness of higher education is delivered. However the way in which elearning will be made constructive depends on the flexibility of the education market. Another point that Pursel and Bailey (2005) did not make clear is that if video games are to be launched in elearning this should address a specific courses segment. Nash (2005) poses that Video game-based simulation can be extremely effective in courses that involve analyzing and evaluating the social impact of decision-making, particularly when learning objectives involve equipping the students to be able to practice interdisciplinary thinking skills, problem analysis, and cause-and-effect relationships. For example, courses in economic development, globalization and its local impacts, or community development could incorporate the following "serious games." They could be implemented as individual player games, or as multiplayer games - even massively multiplayer games (MMORGs). (par. 2). I agree that video games which once perceived as recreational activity have the potential to evolve and be modified as educational toolJames Gee (2005) in his article provides 13 good principles of learning that were incorporated into successful video games. What Gee (2005) does in the article is to assess how flourishing computer games not only encourage people to learn, but also transforms the learning into an enjoyable process. Gee (2005) claims that making learning as entertaining holds a crucial hint about the prolific strategies that can be applied in schools, learning centers and workplaces. However, people who are gamers can see the advantages in this. But applied within the context of the learning purposes we have to admit it that not all individuals play video games, some even dislike the idea of them. So how this will affect the elearners who do not find video game strategies appealing Pursel and Bailey (2005) did not discuss such an option. Doctor Joshua Freedman, a neuropsychiatrist at the University of California, Los Angeles (cited in MacArthur Foundation, 2009) says that "video games are interactive and can help with special concepts (par. 6)." Yet, he pinpoints that there is the question about the value of the online games, as most of the world is surely not a video game. Students are not "getting problems in real-world situations (ibid.)." video games engage kids in prolong action. Freedman (cited in MacArthur Foundation, 2009) also states that several studies indicate that there is a direct correlation between video-game playing and a decreased rate of attention deficit disorder. We are not ask then, should we really employ technological features and approaches, if such will inflict the perceptions of the elearners. If we are to apply more games in education, this should be done with careful consideration about the students users. Pursel and Bailey (2005) article is a refreshing one in the sense that it approaches video games from a different perspective. The use of multimedia or graphics, exploring structural design in online learning can bring back the lost interests in virtual courses. The article outlines the tendencies in online games and why elearning falls into opposite statistical rate. Lack of motivation and interactivity can be overcome creating and adding fascinating ideas from the video games world. Traditional elearning models have to be changed and challenged by the fundamentally different requirements of the new generation of students. Satisfying the real-time communication needs of elearners will bring people in virtual classrooms and will demonstrate how various tools and concepts from online games can be made useful in online courses. In this critical review I tried to show that implementing elements from the video games is not the best solution. This is so because first, there is market segregation. Many students willing to participate in online course do not have regular access to the world wide web. The digital divide still rules not only in the countries with developing economies, but also in urban and rural areas in developed countries. People with disabilities and the elderly may not be able to take part in elearning due to the video games knowledge gap they will have. In addition, video game schemes are suitable for developing particular type of skills - analytical and cause and effect relations. Consequently, they can be applied best in courses related to ecomonics, finances, or globalization. There is no right answer whether or not online games should be fully integrated into the elearning programs. Each online course should take into account the target group of his virtual students, the type of discipline they will be studying and the main objectives and tasks that the course aims to develop. Then, the elearner should be familiarized with the methodology of the course and leave him the possibility to evaluate for himself what are the advantages or disadvantages of the employed video game structures. Word count: 1364 Reference list: Gee, James Paul, 2005, Learning by Design: good video games as learning machines, E-Learning, Vol. 2, No. 1 MacArthur Foundation, 2009, More Video Games, Fewer Books at Schools [internet] Available at: http://www.checkpoint-elearning.com/article/3815.html [Accessed 6 November 2009]. Nash, Smith, Susan, 2005, Video Game-Based Economic Development Courses and Social Impact Assessment. [internet] Available at: http://elearnqueen.blogspot.com/2005/06/video-game-based-economic-development.html [Accessed 5 November 2009]. Ogodo, Ochieng', 2007. E-Learning and the Digital Divide in Africa, [internet]. Available at: http://www.islamonline.net/servlet/Satellitec=Article_C&pagename=Zone-English-HealthScience%2FHSELayout&cid=1182774670094#**1 [Accessed 5 November 2009]. Pursel, B., and Bailey, K., 2005. Establishing Virtual Learning Worlds: The Impact of Virtual Worlds and Online Gaming on Education and Training. IST Solutions. [online] http://www.personal.psu.edu/staff/b/k/bkp10/vlw_working.pdf [Accessed 4 November 2009] Yajnik, M. Nilay, 2005, E-learning and the digital divide, Electech India [internet]. Available at: http://elearn.cdac.in/eSikshak/eleltechIndia05/PDF/12-e-Learning%20and%20the%20Digital%20Divide-Nilay-12.pdf [Accessed 5 November 2009]. Read More