gaming & learning? taking a look beyond the book
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Gaming & Learning? Taking a look beyond the book. College Teaching & Learning Conference. Gaming & Learning. Reality learning. Video Excerpt – James Paul Gee Pre-Reading Blog In Class Discussion – Steven Johnson Reading – James Paul Gee Action Research Project. Video excerpt. - PowerPoint PPT PresentationTRANSCRIPT
College Teaching & Learning Conference
GAMING & LEARNING? TAKING A LOOK BEYOND THE
BOOK
GAMING & LEARNING
Video Excerpt – James Paul GeePre-Reading Blog In Class Discussion – Steven JohnsonReading – James Paul GeeAction Research Project
REALITY LEARNING
PRE-READING BLOG
“…a false premise: that the intelligence of these games lies in their content, in the themes and characters they represent.” (p. 57)
Excerpts
CONTENT
“You have to shed your expectations about older cultural forms to make sense of the new.” (p. 39)
Excerpts
CULTURAL FORMS
“We need to think, talk, and listen. When we tell students that popular culture has no place in classroom discussions, we are signaling to them that what they learn in school has little to do with the things that matter to them at home.” (p. 229)
Excerpts
POPULAR CULTURE
“I think there is another way to assess the social virtue of pop culture, one that looks at media as a kind of cognitive workout, not as a series of life lessons.” (p. 14)
Excerpts
COGNITIVE WORKOUT
“’You’re supposed to figure out what you’re supposed to do.’ You have to probe the depths of the game’s logic to make sense of it, and like most probing expeditions, you get results by trial and error, by stumbling across things, by following hunches.” (pp. 42-43)
Excerpts
TRIAL AND ERROR
1. Active, Critical Learning
2. Design3. Semiotic4. Semiotic Domains5. Metalevel Thinking6. “Psychosocial
Moratorium”7. Committed Learning8. Identity9. Self-Knowledge
10.Amplification of Input
11.Achievement12.Practice13.Ongoing Learning14.“Regime of
Competence”15.Probing16.Multiple Routes17.Situated Meaning18.Text
36 PRINCIPLES
19.Intertextual20.Multimodal21.“Material
Intelligence”22.Intuitive Knowledge23.Subset24.Incremental25.Concentrated
Sample26.Bottom-up Basic
Skills27.Explicit Information
On-Demand and Just-In-Time
28.Discovery29.Transfer30.Cultural Models about
the World31.Cultural Models about
Learning32.Cultural Models about
Semiotic Domains33.Distributed34.Dispersed35.Affinity Group36.Insider
36 PRINCIPLES
Option 1 - Interview a gamerOption 2 - Play a game
DemographicsQuestionsFindingsDiscussion
Qualitative Research Paper Requirements
REALITY LEARNING
Melissa Farrish
GAMING RESEARCH: INTERVIEW WITH A GAMER
Logan, age 14Middle school studentAn avid “gamer” since the age of 3Spends 6 to 14 hours per day playing
games
SUBJECT
Credits reading skills to gaming Recently scored at the college level on the
Star test for reading comprehension Reading and understanding text is a central
part of many games According to Gee (2007), video games have
“a great deal to teach us about how reading works when people actually understand what they are reading” (p. 96).
READING
Plays with friends and e-FriendsSocial experience Distribution of knowledge and skills
SOCIAL ASPECT
ADVENTUREAbility to be adventurousTakes risks, explores, and tries new
thingsMakes his own decisions
A desire to see how the story will endMotivated to successfully master the
highest levelPersonal satisfactionAbility to create
CHALLENGE
IN THE CLASSROOM
Spark interest and enthusiasmMove from "skill and drill" to forms of
assessment integrated into the learning Ability to teach at each child’s levelCreate a “network” of learning following
the dispersed (#34) and affinity group (#35) principles.
Ingrida Barker
GAMING RESEARCH: LEARNING OR WASTING
TIME?
Middle School English Language Arts Teacher
Teacher WV Virtual School Spanish I Facilitator Principal of Curriculum and Instruction
at River View High School Doctoral Student at
ABOUT ME
Not a Gamer!Benefits of Playing and Creating GamesGlobaloria and Dr. Idit CapertonNetworked world
PRE-READING
Jason, Male, late 20s, Southern West Virginia
IT Specialist Changed His Name Cisco Systems Networking Academy
Graduate Systems Development Courses Passionate Gamer for 20 Years
SUBJECT
• Ongoing, committed learning to retrieve the treasure
• Clear identification of setting and quest to follow internal and external grammars of the game
• Navigation of content and social practices/ views established by affinity groups.
• Learning from mistakes - psychosocial moratorium and risk taking (p. 222)
OBSERVATIONS
Games help players “understand and produce meanings in a particular semiotic domain” and “think about the domains at a ‘meta’ level as a complex system of interrelated parts.” (p. 25)
Critical, active learning in the virtual world of games forces gamers to make novel decisions to adapt to increasing levels of challenge and collaborate with others to build knowledge and skills.
Passive to Active Learning from Games
IMPLICATIONS
Require Practice Provide Feedback Encourage Trial and Error Facilitate Perseverance to Mastery Scaffold Learning Apply Concepts to New Situations
TEACHERS CAN
Lee Ann Hvidak PorterGAME ON FOR GORDON
My Initial Thoughts and AttitudesSpecial Intelligence Communicator
Sergeant in USMCAge 25No Post High School DegreeMarried to “Alyx”Plays FPS (First Person Shooters)
THE INTERVIEW
e-FriendsMeeting PeopleCliques – Young Crowd / Old Crowd
SOCIAL ASPECTS
Active and Passive LearningStrategiesChoices Determine OutcomesDifferent Styles
CONNECTIONS
Incorporate Interactive ActivitiesMore Meaningful ChallengesAvoid Teaching Concepts in IsolationChoicesUltimate Goal…to Educate!
CLASSROOMS
A Different Kind of Learning OccursLearning Occurs in Different PlacesA Different Kind of AssessmentGet a First Hand ExperienceHow Do You Spend Your Time?
PERCEPTIONS
Gee, J. P. (2012). How complex gaming environments can help young people solve problems and innovate in a world that is constantly changing. Retrieved from http://vimeo.com/15732568
Gee, J. P. (2007). What video games have to teach us about learning and literacy. New York: Palgrave Macmillan.
Johnson, S. (2006). Everything bad is good for you: How today’s popular culture is actually making us smarter. New York: Riverhead Books.
Microsoft. (2013). Microsoft Clip Art.
REFERENCES