I found the Greenfield article extremely engaging.
She begins by stating that moving visual imagery (p89) is important and is developed via the skills acquired during TV viewing - an activity still frowned upon if undertaken to extremes. But it is the interaction – being able to control the narrative in addition that creates the engagement or the fascination with videogames. Other factors include, automatic score keeping, randomness, audio, speed (91)
I have an interest in gender roles, when considering any ICT (teaching S3 & S4 all boys classes) and was interested in her observation that the entry point to computing is a via gaming, which was predominantly male. (94) I find that boys in mixed classes can often be heard discussing computer games, especially their collaborations/challenges online. Spatial skills, said to better exhibited by males.
I was interested in the principle that the human brain looks for patterns as a way to discern the world: computer games call up inductive skills much more (100) Pattern recognition is required, as is parallel processing – the assimilation of several sources of information at the same time.
Whitton notes that:
- Pictorial – parallel
- Audible – serial
something which I am keenly aware of during my teaching practice. Also, one must consider the context/setting in interpreting “interacting dynamic variables” (102).
Which leads to the issue of ‘transfer’ – into other domains – and generalization of these skills. How can this be achieved? For an English Teacher, Fantasy Games allow for the creation of far more complex characterization. This is useful in conjunction with any imaginative/creative writing activities - I have noted that the Neverwinter Nights has the feature(s) for users to create and build within the videogame domain. Again, something that offer more features that allow for creativity.
A LADDER OF CHALLENGES
Closely linked to the motivation and the maintenance of an optimal level of engagement:
- visible progress
- improved score
- next level progression, to a level of increased difficulty
during all of which, the user (children) need to feel control.
This seems to be the elixir of creative and successful education.
Keywords: IDGBL10
Comments
I was discussing this with my husband (also an ex-teacher) and lamenting the fact that children have so little control over their official learning activities. Part of the attraction of games and the reason kids don't mind losing is because it is a voluntary activity. Perhaps if we let kids decide when they'd had enough of trying to learn a particular thing and let them come back later, they would sustain an interest in learning!
"the user (children) need to feel control. This seems to be the elixir of creative and successful education."
A very important point - but (to play devil's advocate) can a child (in this case) really *know* what learning activity might best suit their needs? can they decide (at an early age) what oath they might need to take?
and on this point: "- I have noted that the Neverwinter Nights has the feature(s) for users to create and build within the videogame domain."
the work of Judy Robertson (now at Heriot Watt Uni, previously at Edinburgh University and Glasgow Caledonian) with school children and Never Winter Nights will hopefully interest you:
http://www.ltscotland.org.uk/ictineducation/gamesbasedlearning/sharingpractice/gamesdesign/neverwinternights.asp
http://portal.acm.org/citation.cfm?id=1435363