Gaming in the Classroom?

The learning process has expanded over recent years to incorporate new and changing technologies.  Player gaming is a wide spread activity in homes today in which more than 45 million homes have video game consoles or systems (Feller, 2006).  Consider in a given year how many hours are spent playing video or computer games on either consoles or mobile devices.  Now imagine if that time playing games was for educational purposes.  Learners engaged in gaming in the classroom would have the added benefit of already being familiar with gaming. 

The first gaming technology selected is one called Civilization.  The game originally appeared in the early 90s as an off-the-shelf commercial video game (Brady, 2004).  However, subsequent changes to the game have created the opportunity for educators to customize the game setting to better meet the needs of their learners.  The rationale for selecting this particular game for incorporation is that it requires learner collaboration and strategy.  The game creates an opportunity for learners to team together to complete the goal or objective of the game. 

One example for incorporation into the classroom is that the game was created with the goal of having learners successfully build an empire.  The learner is required to work with peers to create their empire.  Decisions need to be made the empire such as where the city should be build, should the city be expanded, and what is the society of the city.  Learners battle against other learners to create the best empire or city with the underlying goal of having a society that is not in poverty.  As an educator, the incorporation of the game would allow learners to make decisions that will impact more than just themselves.  Building and running the city, every decision that is made may have a positive of negative impact on the city and the people of the city.  Learners are able to make decisions without actual consequences.  Learners are forced to think about their decisions prior to action and to think about all the affects that follow after their decision.  This is the same in the professional setting; every decision that is made will have some sort of impact on the organization and the employees.  Whether you are the CEO, a manager or employee, being able to understand the weight of your decisions is vital. 

The second example for incorporation is to have learners evaluate either other’s cities.  After learners completed the game of building their city, peers would sit with the learner to discuss the decisions made and the supporting rationale.  Their peers would be able to learn, do directly from the game, but rather as a result of the decisions made in the game.  Sometimes the best learning is to be able to see what someone else did and determine if you agree or disagree with their course of action.  Learners would be able to evaluate each other’s cities, along with their decisions that went into building the city.  As adult educators, we know that adult learners bring with them to the learning environment prior experiences ().  These experiences are factors in the learning process in which others are able to learn from the experiences even if they are not their own. 

The second gaming technology augmented reality simulations.  These simulation games were developed to engage learners in scenarios that use real world experiences.  Learners use handheld computers or mobile devices to gain additional information for the simulation to help the learner navigate to the completion of the scenario.  The rationale for selecting the augmented simulations is that it creates an opportunity for learners to apply experiences and classroom knowledge to real-world situations.  Learners are more engaged in the learning process when the learning is directly relatable to them and allows the learner to apply their own judgment (Bonk, 2009).

The first example for incorporation into the classroom is for the educator to create situation or scenario based simulations for the learners to work through.  My organization’s primary business is related to the economy.  Corporations performance may vary based on the economy, where some companies may perform better or worse based on recent activity of the economy, which include political changes.  As such, the augmented reality simulation would present scenarios of various companies whose profits and financials have decreased due to a downward trend in the economy.  The learner would be able to interview virtual characters about their organizations performance, management strategy, and other factors that need to be considered.  Learners would then be able to provide recommendations for the company on how to strengthen their business during the downward trend.  Or learners could present investment strategies that the company could take which would hedge against losses due to the economy.  All this would be scenario based and would have a direct impact on the employee’s (learner’s) current job.         

The second example for incorporation into the classroom would be to take learners out of the classroom with the augmented reality simulations.  One of the benefits of augmented reality is that it can be done using one’s handheld computer or mobile device.  Learners are able to work through simulations outside of the classroom and present their results back to the class.  Take for example, a simulation in which learners are environmental detectives.  Learners would use the GPS on their mobile devices that would guide them through uncovering the source of a toxic spill.  The learners would interview virtual characters and conduct an investigation in which the learner must take measurements and analyze data.  Once the learner has conducted their interviews and research, each one would present to the class their overall findings.  With this application, learners are directly engaged in the learning process and are able to work through actual scenarios that are applicable to content being discussed in class.

References:

Bonk, C. J. (2009). The world is open: How web technology is revolutionizing education. San Francisco, CA: Jossey-Bass.

Brady, J. (2004). More than just fun and games? Applied Clinical Trials. Retrieved on October 3, 2012 from  http://www.actmagazine.com/appliedclinicaltrials/article/articleDetail.jsp?id=131503.

Feller, B. (2006). Scientists say video games can reshape education. The Seattle Times; October 18, 2006.