Chapter 7
The Impact of Digital Games on Learning
I found this an interesting read, especially in accordance with my own reflection upon the three classes currently using or having used digital games in order to complement some aspect of learning or having “the ability to make mistakes in a safe environment and and learn from them [which] is one of the key benefits of game-based learning” (Whitton, 2010, p. 104).
Commandos
On the 15th of March, the S3 pupils at Dunoon Grammar School sat their S3 exam ('mocks'). In order to foster relationships - a recurring factor in much of the material being amassed as part of my studies of the MEd in Education on The University of the West of Scotland's Chartered Teacher Pathway programme - I decided to look at the interaction within and between groups of 14 year-old boys, with each group taking part in the playing of the game projected onto a large classroom display. Each of the 6 groups would control the mouse, direct commands and filter comments and suggestions from the other groups. The pupils are about to conduct research on a topic from which they will develop and deliver a solo talk presentation to the whole class, which will be summatively assessed in accordance with SQA Standard Grade Arrangements. I am attempting to remove and existing barriers amongst pupils and to continue fostering the supportive and actively collaborative climate necessary in a single gender (all male) class. These are noted as “unintended learning objectives” (Whitton, 2010, p. 108) and include: “Valuable transferable skills, such as problem solving, teamwork or negotiation” (ibid.).
I was not to be disappointed.
Initial uptake was slow: I put this down to the audience and 'public performance' factor. There were instances of bravado and a carefree, less-than-interested approach. One particular academic/quiet pupil made significant progress - suggestions as to having played before (private interview afterwards).
I then released the 'walkthrough' now that they had mastered basic navigation. Still, there were small isolated pockets of resistance: disengagement - post and pre-play.
However, there was plenty of humour - pupil-teacher humour and a fair amount of camaraderie/praise.
Sherlock Holmes
Whitton’s provision of examples whereby games can be justified as applicable within a learning environment lend to specific areas within which I have used this game:
- Narratives associated with the action in the game (e.g. characterizations, back stories, future scenarios);
- Reflective accounts of actions taken in the game and the learning acquired from it;
(Whitton, 2010, p. 105).
It is important to note Whitton’s view that adults require close connections to be made between game-based activities and learning outcomes and benefits. With the S1 pupils, merely adopting the game as an adjunct to a piece of study and utilizing it for a generic lesson opening activity has been enough; whilst formative assessment of daily journals helps to deliver feedback about their writing attainment. This is certainly a justification to anyone seeking educational merit!
Myst
After a single period of this game – used with an extremely able s2 class (aged circa 13) – I observed and detected disengagements that hadn’t been noticed before from the S1 class. On the 16/03/2010 I passed around a Pros/Cons sheet and asked for at least one entry from each pupil.
‘Bad graphics’ featured once, but interestingly the cons noted that it was “hard”, “no one can use it” and that it was “confusing” (no context or background is provided). What also featured was the looseness of the lesson structure and that “we all shout out at once”.
It would be interesting to allow the pupils themselves to structure a ‘best practice’ approach…
On the plus, the idea was “fun” and that some enjoyed “puzzles” and the “mystery”, “scenes” and “setting” were positively remarked upon. Whitton offers a more fine-grained ‘Engagement Questionnaire’ that could be used in future.
Overall, I was curious about the following:
“higher levels of engagement with a learning activity are indicative of increased learning from it” (Jacques et al. (1995) cited in Whitton, 2010, p. 110).
But that it “is possible to be engaged while not actually in a state of flow” (Whitton, 2010, p. 110).
“Lepper and Malone (1987) provide evidence that there is a link between intrinsic motivation to learn, engagement and instructional effectiveness” (Whitton, 2010, p. 110).
I shall conclude these musings AFTER I have watched the Youtube clip on ‘flow’.
Keywords: IDGBL10
Comments
Hugh - am less *worried* now! Well done on getting posts up - many colleagues work this way - making notes locally before uploading or putting in place holder blog post (so date is recorded) and then editing after - am glad to see you are getting a chance to fill in.
This was an interesting blog post - interesting to read. Use of a table to summarise a comparison of all three games might be a nice visual aid here? Also as I have done with others I would encourage you to go outside the *recommended* readings from Anna and I to read more external references and research - so where you find something of particular interest then I would work towards bringing in external references in those areas. This will definitely add value to the reflection and critical awareness, showing us that you have looked for more research than that what was given you. (You already did think about this with NWN and Dr Roberston's work of course).
In regards "writing style" and "does the weblog make creative use of the weblog form" - as I mentioned a table here and there summarising your thoughts might be useful - as would a little use of image or video (you can embed images or video in the blog itself) might be an excellent addition, where appropriate of course. But the writing is certainly personal, it's good to read this work from the point of view of someone who has practiced the theory. So definitely make sure and keep the writing personal, engaging, and the "the application for the participant's professional practice" criteria is certainly being met. Well done there. You could also maybe hyperlink some of the work you are referencing - like for example when you talk of Myst above - a link to Myst, with a quick introduction, with a screen grab image of the game, or students playing the game, with a video if appropriate - all of these would add to the post itself.
The specific "does it show critical awareness of the strengths and weaknesses of a range of technologies and practical approaches?" - I would argue that you are meeting this in part - but I would like to see a little bit more of this - maybe (as I said before) a table summarising these issues in comparison to the 3 games listed here would provide this pro/con, strength/weakness argument. You are doing this - but continue to push yourself to show us this critical reflection on the readings and technologies being presented and show us that you are engaging in a critical and balanced way with issues.
Finally - I know you have decided to work this way with the posts, which is okay - others have too - but make sure that the posts aren't feeling rushed as you read them back - some places it feels a little rushed. Choppy if you will. So make sure and try and get the "writing style" criteria met also - I know you can do it!