Gaming

Given the number and variety of technological devices we are surrounded with, it is no surprise that gaming is now considered a valuable teaching tool. This generation of students is accustomed to electronic game playing. Using an interest and skill they already have to provide learning opportunities is a logical result. It was interesting to read in the NMC Horizon Report: 2011 K-12 Edition that on average gamers are in their mid-thirties and that 64% of parents view electronic games are a “positive force in their children’s lives” (p 18). Furthermore, Arne Duncan, the US Secretary of Education, cites that games offer feedback to the player, can be used to assess comprehension and provide problem solving opportunities (Johnson, Adams and Haywood p 18).

The 2011 Horizon Report describes many advantages of using games for learning such as the ones mentioned above, but also offers a subtle caveat. The potential exists for meaningful learning, but it can be difficult to find games that have been well-designed. I found this in some of the links I explored. For example, in Games for Change, I clicked a game called, “The Great Piggy Bank Adventure.” The objective seems to relate to saving and spending money wisely. The game took a relatively long time to load, and did not offer clear directions. There are other games available on the site, but I was not enticed to explore further. In Game Classroom, I found a game called “Monkey Business” designed for early readers. In constructing complete sentences, the player builds a bridge which allows a monkey to reach his goal, a bunch of bananas. I can see where this might be used as a supplement to a lesson, but did not seem sufficient by itself.

MindSnacks is an app available through iTunes and is a foreign language game. It is compatible with iPhones, iPads and iPods. Six languages are available as well as ESL support for learners of English. There many engaging activities, but are meant for individuals; it is not collaborative or multi-player.

Food Force is just one of the games offered through the World Food 

Programme. This week happens to coincide with World Freerice Week. This initiative encourages individuals to recruit six others to sign up, and each of them recruits six others in order to raise awareness of issues of world hunger. Groups participate in learning activities and their success results in a donation of rice. The site offers lesson plans geared toward either teaching about or fighting hunger. In one particular activity, students identify flags of the world and complete facts sheets regarding population, climate, language, life expectancy and threats to food supply of each country. In doing so, students are acquiring map skills, critical thinking skills and are researching. Knowing their success contributes to those in need is a powerful motivator. One could debate the merits of making a “game” out of feeding the hungry, but if we broaden our view of what a game is we can understand the value of such an activity. Food is getting to those who most need it and students are gaining knowledge while simultaneously becoming aware of a serious global issue. The Horizon Report mentions that Global Kids Gaming Initiative is a model which provides “digital literacy skills, global awareness and citizenship among young people; ” Food Force does the same(Johnson, Adams and Haywood p 18).

Johnson, L., Adams, S., and Haywood, K., (2011). The NMC Horizon Report: 2011 K-12 Edition. Austin, Texas: The New Media Consortium.

Johnson, L., Smith, R., Willis, H., Levine, A., and Haywood, K., (2011). The 2011 Horizon Report.

Austin, Texas: The New Media Consortium.

http://www.wfp.org/

http://www.mindsnacks.com/