Computer gaming and education: Lessons in Literacy - Essay Example

Computer gaming and education: Lessons in Literacy work] INTRODUCTION With the cyberworld in our midst, the learning process has to be reconsidered in what can cast the concept of education forever (Hanna 2000). Today it is not enough just to gain information as the learner must be able to understand its meaning, and employ it in problem solving situations (Hanna 2000). Placing education within a gaming framework enables the nurturing of cooperation, excellence, and the development of values downplayed by commercial education (Schwartzman, 1997). In another vein, gaming in education is said to cultivate values of personal responsibility, mutual obligation, and fair play (Schwartzman, 1997). As such, games can teach a lot about learning and literacy (Gee, 2003). With the students as participants and teachers as coaches, gaming in education offers a profitable way of understanding the educational process (Schwartzman, 1997). In 1994, Millians said these modern games are diverse and those published are still mostly locked in the entertainment field. Moreover, some games used in education as gathered from Schwartzman's (1997) negative types may have been contaminated as in being trivial or rigged. Some games are said to pay insufficient attention to critical thinking, and are used only for educational management (Schwartzman, 1997). As the year 2000 began, however, powerful activities that require students to deploy a rich array of school content are being described by game scientists (Jenkins, 2007). By classical definitions, however, not all of the activities described are games. Besides, many teachers remain resistant to the concept of games in school. Shaffer (In Jenkins, 2007) locates the problem with the word "game" as there is not a single agreed-upon definition. Computer games may be categorized into seven: action games, strategy games, adventure games, role play games, sports games, simulators, and finally classic games (Gros, 2003). The following is a quick review of some games given by Millians (1994) that may give insights into what they can do - Ars Magica (Wizards of the Coast), a role playing game, has two outstanding educational aspects accordingly. Its setting is medieval Europe, but in this version medieval beliefs are true. Dark forests hold greater dangers than wolves and greater wealth than fire wood. The laws of nature are not modern and players gain a unique, rich view of the Middle Ages. This game is also carefully designed to encourage storytelling and creativity. Call of Cthulhu (by Chaosium), another role play, offers a grim, literary insight into the late 19th and early 20th century. Millians (1994) has used this game of a good ghost story in his class of 5th and 6th graders. Finally, D-Day and Midway are both part of Avalon Hill's Smithsonian Series of introductory historical war games. These games are seen as a wonderful chance for junior high and older students to play generals. In 1996, Millians added some more reviews by himself or by others of games used for young learners. This time, the games appeared with added bravado bordering on peril and risk. There were then controversial games as well like Streetfighter by White Wolf. To this, Millians (1996) suggested that the design of games in education should consider the level of intended players, the appropriateness and teachable moments. Apparently, each generation has its own version in their kind of games from the most simple as Millians (1996) had described, to the most complex as in Shaffer's (Jenkins, 2007) epistemic games. John Bransford (1989) and colleagues at Vanderbilt have shown that students learning in the context of solving complex problems not only retain more information but tend to perform better in solving problems. This paper provides insights into new issues that have to do with socialisation emanating from electronic life styles as an impact on education and learning. It considers the critical relationship between gaming and education, and questions whether traditional educational models can be adapted to the digital world. It also analyzes and evaluates the impact of new technology on cultural experience, on personal development and upon the education processes. Finally, it focuses on James Gee's (2003) "What video games have to teach us about learning and literacy," and examines it in light of what the state of the art have to say on the subject. They are considered as the issues discussed. ISSUES A. Socialisation as impact on education and learning from electronic life styles Communication has undergone a revolution in recent times with the advent of computer-mediated communication, the Internet and cyberspace (Dunlop, 2001). No longer is the world of the learner limited to physical presence of the teacher or the audience. Yet, even before school matters are the concern, home communication are observed to have fairly dwindled down to nearly muted silence among strangers. The computers compete for attention in the homes and there is no more the usual parents-and-children talking. What have taken over are email, threaded discussions, instant messaging, shared workspaces, and others (Dunlop, 2001). Highlights from research on electronic learning, however, are said to indicate that they can also increase socialization among children; it is only that the socialization happens on cyberspace (Synthesis, 2007). Electronic lifestyles link people who have not previously met, and who come from dissimilar backgrounds and cultures, and these even extend to team activities (Dunlop, 2001). The Dunlop (2001) research, for example, found that despite the lack of visual and voice contact, peer interaction online provides an enjoyable and highly-rated experience for the students. For education, this suggests that there is a potential for considerable future in the area of collaborative learning and team participation. For the individual, technologies are held to be social (Falk. In Sherry 1998). Synder (2007), however, appears to refute this technologies- are-social notion in that he noted some preference for the traditional type of education because of alleged lack of socialization. Accordingly, socialization is part of traditional education direly absent from electronic life styles. There are the classroom activities, college events/parties, and the interactions that are a part of a school campus. On the other hand, Snyder (2007) noted that many of the classroom activities contended to be present in traditional education such as discussion and support can be achieved online, therefore, there could be still be socialization. Dunlop (2001) earlier suggested that the socialization afforded in this kind is even greater as it includes those people one has never seen, and of cultures one has never encountered. Games are also ways of relating to others, therefore have socializing dimension (Gros, 2003). The other things that electronic lifestyles reinforce are reading ebooks, and up-to-date references and current research; listening through audio lectures or clips; seeing through graphic illustrations and demonstrations; doing assignments, quizzes, exams, research papers; and speaking/communication through email, chats, and electronic discussions (Snyder, 2007). In all of these, there is connecting to people, hence socialization. Socialization in electronic lifestyles may be understood in terms of motivated participation in whatever activity including gaming. In Shubik's (1975) view, the thrill of competition is in the sense of overcoming an obstacle, or in simply arguing or discussing, and with that is the participation of many others physically present or absent (Schwartzman, 1997). On the negative side, electronic life styles are said to be great and that they hold potential benefit to everyone. However, having to learn through them has the potential to further alienate certain populations (Hanna, 2000). Those who have no access to the cyber-world remain unconnected. This may be the only argument left for the lack of socialization contention. However, access to the Internet these days is openly very much affordable. One does not even have to own a computer set and take care of getting oneself connected. Access to Internet cafes even in developing countries could be had even for a few pennies. B. The critical relationship between gaming and education As early as the 1940s, with the influence of John Dewey (1944), games began to play a major role in the teaching methodology, but games were introduced in the school as something more than just entertainment (Gros, 2003). Numerous studies have found that games have a major educational potential since they did not only motivate, but help students develop skills, abilities, and strategies. As such, games were made an important part of teaching material in schools (Gros, 2003). History has it that in educational and social science discourse, the reactions to new technologies, including digital gaming technologies, have been equally excessive. Some advocates of digital game-based learning imply that developing educational games is a moral imperative, as kids of the "video game generation" do not respond to traditional instruction (Prensky, 2001). On the other hand, other educators such as Eugene Provenzo (1992) worry that games are inculcating children with hyper competition. According to Squire (2002) "in looking at the range of values and powers that educators ascribe to games, games begin to look a bit like a Rorschach test of educators' attitudes toward modern social, technological, and media change rather than an emerging and maturing entertainment medium". In sum, the common forms of criticism leveled against gaming fall into these types: that games for learning are all hype; that they will teach kids the wrong thing; and that playing violent games will make them violent, and so forth (Shaffer. In Jenkins, 2007). The question, according to Shaffer is not whether computer games help children learn but whether and how experiences can be designed that will help them learn things to become better citizens, happier individuals, and more productive members of society. Rieber, Smith & Noah (1998) noted that the time is ripe to seriously consider play given the current state of instructional technology. The field has struggled philosophically over the past two decades, they said, first with the transition from a behavioral to a cognitive model of learning and more recently with reconciling the value and relevance of constructivist orientations to learning in a field dominated by instructional systems design. As a follow-up, Rieber, Smith & Noah (1998) said - The time has come to apply what we know about learning, motivation, and working cooperatively given the incredible processing power and social connectivity of computers. We feel that play is an ideal construct for linking human cognition and educational applications of technology given its rich interdisciplinary history in fields such as education, psychology, epistemology, sociology, and anthropology, and its obvious compatibility with interactive computer-based learning environments, such as microworlds, simulations, and games. Good games are learning machines. Built into their very designs are good learning principles, supported by cutting-edge research in cognitive science that studies human thinking and learning (Gee. In Bedigian, 2006). Many of these principles could be used in schools to get kids to learn things like science, but, too often today schools are returning to skill-and-drill and multiple-choice tests that kill deep learning (Gee. In Bedigian, 2006). C. Can traditional educational models be adapted to the digital world Traditional education models and those of the digital world may differ in some aspects like learning time, study time, active learning experience, teaching techniques, pace and direction of learning, and time to assimilate. For example, for the digital world, studies by Newton (2000) indicated a significant improvement in student time on task, 52% of the respondents requiring only 5% additional learning time. However, there were still 14% of the respondents needing 35% or more additional study time to learn the online tools - understandably as new technology. For the digital world also, Felder (1996) maintains that there is an enhanced approach to the active learning experience for lectures thereby exposing the learners to varied teaching techniques. Furthermore, there is a subsequent creation of more participatory learning by "holding students responsible for the pace and often the direction of their own learning." Marinka Dunlop (2001) marks a difference between traditional learning and learning in the digital world. It became apparent in her the study, that a lack of prior familiarity with the software and the Internet imposed a restriction on the viability of online delivery of educational materials. As earlier described by Felder (1996), the students needed time to learn and practice new skills. In other words, they needed time to feel 'comfortable' in the environment before they were required to meaningful work in it. Again, as pointed out by Felder (1996), the students needed time to gain experience in managing and pacing their time for learning and absorption of the different delivery model. One of the discomforts that come from the digital world that is absent in traditional schools is having to read bright monitors in the former - which practice is being criticized by optometrists. One said prolonged required reading of computer monitors is not a practice that can be sustained for long. Eventually, this results in large amounts of downloading and printing, or eyestrain, headaches, and eventual abandonment ensue (Dunlop, 2001). The broad issues surrounding computer-assisted delivery of education appear to be academic, technical, administrative, instructional and behavioural (Kostopoulos 1998). For instance, within the traditional approach to higher education the burden of communicating course material resides primarily with the instructor (Felder 1996). In the digital world, the learners' choice come into play - a fact that is welcome in having students be responsible for their own learning. This is what Gange (1973) wanted to point out when he said that a large part of learning is concerned with what is relevant to the learner. The online mode of delivery of communication offers a vast potential for new methods, techniques and pedagogical practices (Sherry 1998) - obviously more than traditional modes. While the new mode poses a number of very important and as yet unanswered questions in terms of the impact on students' learning processes (Dunlop 2001), the question at this point is: Can traditional educational models be adapted to the digital world Traditional educational models cannot be said to be absolutely excellent and appropriate. To the extent that they are student-centered, yes. To evaluate the digital world alone - for all its contribution to student-cantered learning in application practices - it does make for effective teaching outcomes which can be gained (Housego 2000). D. Impact of new technology on cultural experience, personal development and education process. ____ Technology has given people the tools to do their jobs at home. People are also forging new communities in cyberspace and developing new relationships with their neighbors in real space. Arguably, technology has the potential to increase individual freedom and strengthen community - even though so many people argue it does neither at the moment. (Ayers, 1997). There is no reason to assume that personal computers will remain complicated, according to Tierney (1997). Gadgets have become more user-friendly as technologies mature and marketers appeal to the masses. Today, E-mail is a novelty that can be disruptive, but pioneers are developing techniques for coping to sift out the junk mail (Tierney, 1997). Our overall quality of life expectations have also been raised by technological progress. Today, the middle class demands privileges that were previously restricted to the rich, from material luxuries to cultural experiences and intellectual fulfillment (Tierney, 1997). People feel rushed today because they have more possibilities and demand more "entertainment stimulation". With technology, instead of corresponding with 6 or 7 people, they deal with 150 E-mail partners. (Tierney, 1997). The world of information that we now live in has already altered many aspects of our lives, either directly or indirectly (Ayers, 1997). For example, the millions of web users have grown in numbers at an astronomical rate, adding daily to the cumulative web of information by posting their own "home pages" that describe their own specific interests and needs (Dertouzos, 1997). Information technology is altering our world in a quiet and relentless way, yet so profoundly. The evidence of these changes has complications for all our institutions (Dertouzos, 1997). Most people welcome the notion that increased reliance on computers and information technology will change how we work and how we play (Dertouzos, 1997). Yet, technology is advancing at a rate well beyond our human capacity to cope with the moral and ethical dilemmas associated with it. Technology will challenge us to re-examine aspects of our lives and how we relate to others, including how we teach and learn (Ayers, 1997). Increased reliance on computers and information technology will present serious challenges as in poor people getting poorer and sicker; and criminals, insurance companies, and employers might invade our bank accounts, medical files and personal correspondence (Dertouzos, 1997). As for computer gaming, William Walton (In Millians (1996) has produced a research project that examines both the negative publicity and the actual benefits of games. For the downsides of gaming, Walton said they are addictive, time-consuming, very expensive, and with violent themes. It would be deceptive to claim that these games do not have a down side. Primarily, they are addictive; once a person gets his first taste of role-playing, he is usually hungry for more. They are also very time-consuming, and many a player has forgone his responsibilities to school or work in order to play some more. They can be very expensive, especially in the case of card games.... A select few of them deal with themes that may be too graphic or violent for many people.... However, Walton said it would be equally as deceptive to claim that these elements could be responsible for murder, suicide, and the wholesale corruption of youth, as the detractors claim. Any hobby has the potential to absorb more time and money than it should, he said. E. What video games have to teach about learning and literacy There are good learning principles that are incorporated in good games (Gee, 2003). Gee's book is said to cover 36 good learning principles built into good games. Some four important principles are named here: First, humans are atrocious at learning when you give them lots of verbal information ahead of time out of any context where it can be applied. But as is the nature of games, games give verbal information "just in time" when and where it can be used and "on demand" as the player realizes he or she needs it (Glenberg & Robertson 1999). Second, good games stay inside, but at the outer edge of the player's growing competence, feeling challenging, but "doable." This is said to create a sense of pleasurable frustration. Third, good games create what's been called a "cycle of expertise" by giving players well-designed problems on the basis of which they can form good strategies. This allows the players to practice enough to routinize them. When a new problem is thrown at them that forces the players to undo their now routinized skills and think again before achieving. Through more practice, they get to learn a new and higher routinized set of skills. Good games repeat this cycle again and again and this is considered the process by which experts are produced in any domain (Gee, 2003). Finally, good games solve the motivation problem by an actual biological effect, according to Gee (In Bedigian, 2006). When one operates a game character, one is manipulating something at a distance, much like operating a robot at a distance. This makes humans feel that their bodies and minds have actually been expanded into or entered that distant space. Good games are said to use this effect by attaching a virtual identity to this expanded self that the player begins to care about in a powerful way. What good is that at all According to Gee (2003), this identity can become a lure for freeing people up to think and learn in new ways, including learning, or at least thinking about, new values, belief systems, and world views. CONCLUSION In recent years, electronic games, home computers, and the Internet have assumed an important place in the lives of children and adolescents. New media are causing major changes in the nature of learning. Via digital games found to be best suited for classroom application, children gain access to the world of digital culture (Walton. In Millians, 1996). In the quest for students to be learning through games, however, it is charged that business appears to conceptualize them as consumers in the way that it fails to do justice to the process of education (Schwartzman, 1995). This is manifested in the way most companies make games for school, indicating that they don't quite get the rationale for game use in the learning-teaching system (Gee. In Bedigian, 2006). In real life, people live in complex systems and problems in life come similarly complex. These are what games should try to simulate, giving value to game design and purpose - and not make it very easy nor very hard, nor dangerous, nor wicked. In the end, what is actually needed is for people to learn how to think deeply about complex systems like modern workplaces, the environment, international relations, social interactions, and cultures. In here, everything interacts in complicated ways with everything else and bad decisions can make for disasters. Since people will live in multiple worlds, leading multiple lives, and that games acceptably teach, a recommendation is in order. Games have been proven to be able to teach by encouraging competition, experimentation, exploration, innovation, and transgression (Gee, 2003; Gros, 2003; Housego, 2000; Shaffer. In Jenkins, 2000). However, there remain some issues in the design of these games. It is therefore proposed that multimedia design for training and education combine the most powerful features of interactive multimedia design with the most effective principles of technologically-mediated learning. 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