Design Game in Education - Book Report/Review Example

Summary Firstly, as everything begins from conception or understanding, the book discusses the epistemology. The books opens with a beautiful notion(beautiful because it approaches the argument against the use of technology, let alone the use of games in educating children, perfectly!) where epistemology is discussed; what it means to know something, to possess knowledge? According to the author, people in general have been wrongfully approaching the definition of knowledge/education (epistemology) and this is the reason computer technology is still not that prevalent in education as it should have been. The use of games to learn has been in use for ages. Are quizzes, puzzles, crosswords not game enough? If yes then why the criticism on using advancing technology in games to learn? The author specifically mentions the Debating Game to learn. Games offer more all-round “authentic” understanding of a concept which is far better than traditional way of learning. Under the same section of comprehending the process of applying games to learning process, the book discusses the ten areas of discipline, also recognized as Digital Game Based Learning (DGBL). Certain challenges face DGBL and in the next five years, these will be some of the challenges; Challenge One: Build Effective DGBL Theories and Models Challenge Two: Precipitating Guidelines for Practice Challenge Three: Solid-Welded High Quality DGBL System When the first step of comprehending games and learning process is somewhat accomplished then comes the more technical step which seriously tests the gamers and technicians. Game designers, SMEs, Instructional designers and game investors also pop aspirin because striking a balance between fun and learning is not an easy task. For instance if after a heavy funded game is developed and is very rewarding in terms of creating new connections among brain neurons but is no fun – at all? People don’t pick up joysticks and game controllers to practice calculus, they escape into a new dimension, a realm which lets them engage into emotions and thrills which they don’t normally experience in real life, like shooting down a plane with an RPG while gliding from a parachute. Speaking of designing a game, what kind of designs are successful among gamers? Layered designs have remained popular among gamers as it gives them the ability to communicate with each other in the language which covers all areas of gaming – characteristics of design. And they do this without having to refer to designer’s assertions unnecessarily. What is it that single factor that distinguishes games from other forms of communication? It is the ability of games to breakdown complex information into bite size pieces. And the speed at which a gaming experience delivers this information is amazing. It’s this flexibility that has many educators including the author of this book hooked on to researching the process of how to implement it quickly in the mainstream education. More focused plan needs to lead this research in injecting gaming and simulation in to conventional education system. Activity theory has been proven a useful tool in identifying a collage of activates that are put in LGI-USU frame. These activities had real influence on the outcome. However implementing a game and designing and perfecting it to make sure that it hits all the right areas (interactive gaming environment that delivers learning) is a crafty process, it demands serious hard work, but in the end it is highly rewarding. Gender roles, class structures have produced significant shifts in Peripatos (which had been modeled in the book). It would be like ignoring an elephant standing right in the middle of the road if someone would deny the importance of gaming to children and adults. They love digital games and are passionate about them. Players often see reflection of their own personality in gaming, it is the aspect that gets them involved in the game. Game designers can capitalize on this as when game play connects with player’s real life, then the reflection can be modified. This is how games can have a real impact on people’s real lives. Heres an example; a gamer plays a virtual game and the project is to develop and run successfully a park. During the development, the gamer would face numerous problems where he’d have to think, analyze the problem at hand. He will have to perform cost analysis, make managerial and marketing decisions for running the park. He will have to check and monitor the water quality and keep it up to the required standards. And during this problem solving he will use his academic skills to make sure that nothing would tarnish the image of the park and people stay happy coming to the park. The most useful point to learn from this debate is that digital games provide an experimental space for gamers to hone their skills. It’s up to the game developers and educators as to what kind of skill test they would seed in the game; improve crosshair aiming and shooting or entrepreneurial skills. A number of processes and game developing techniques are available and constantly being modified that enhances the gaming experience, which takes the game from PC monitors and manifests in a classroom setup. This is untapped pedagogy gold-mine that puts the gamer/learner through situated learning experience. The learner then experiences the “place” in a new way. The book has a fantastic end, it discusses the importance of fantasy in gaming. Nothing is more useful than fantasy that captures the imagination. So why not leverage those areas of knowledge that can be fantastically exploited such as history and science? Identity trajectory is the key here. Gamer’s level of involvement should be so much that it becomes a virtual identity for him where the gamer actually learns and not be tricked where games are only used to push math formulae in to the heads of learners. The meaning and definition of "presence" Presence can be understood in its literal meaning, being somewhere. In the context of gaming, presence is an awareness of surroundings where interaction with environment is highly engaging.  The meaning and definition of "identity"  Identity is a meta-context of traditional role playing. It is projection of a gamer in the virtual reality. For instance, players can build their avatars according to their personalities which become their identity. The relationship between "presence & identity"  Without presence, there can’t be any identity. Identity exists within a presence, and depends on it. Presence is an environment (a virtual one) and identity is a being that lives and survives in that environment. The meaning and definition of "interactivity"  The way people engage with their real environment; a person wakes up in the morning, takes shower, brushes teeth, sips coffee, these are all interactivities with the environment. Same is the case with game interactivity; engaging in the virtual environment. The meaning and definition of "layers"  Layers are instructional deigns and artifacts are broken into different stages called layers. It is technical term for design language. The relationship between "interactivity & layers"  Layers define the level of interactivity with the environment. The game design needs to have multiple layers to create a highly interactive environment. The meaning and definition of "game"  Game is a very broad term, a highly compact word. Examples of game can be gazillions, however to define the game in a few words would be trying to encage an ocean in a cup. It is a contest governed by rules and has a winner in the end. The meaning and definition of "simulation"  To imitate a situation, process or an environment is simulation. In the context of gaming, simulation is used to imitate jet flying, car driving, war like situation, a hypothetical fantasy land etc. The simulated environment gives the learner/gamer the feel of that environment as close as possible without actually being there. Flight simulators are frequently used in military to train pilots without actually letting them fly a jet. The relationship between "game & simulation" Games (digital) can be created using simulation technique. Continuing with the flight simulation example, many games are available in the market where the gamer experiences a flight simulated program which is a game and the objective can range from chasing another plane and shooting it down or to destroy the whole base of the enemy while ‘flying’ F-16. Sources Shelton, B. E., & Wiley, D. A. (2007). The design and use of simulation computer games in education. 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