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Video Games and Education. TechEd 2007. Far Side by Gary Larson. Facts.

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video games and education

Video Games and Education

TechEd 2007

  • … academic experts across the country are unearthing educational benefits in the digital games… surveys show [that video games] are now played by more than 80 percent of American young people ages 8 to 18.

Howard Witt, Chicago Tribune, Feb 11, 2007


Video game sales exceeded the movie industry's annual box office draw last year [2002] by $1 billion. USA Today – Dec. 23, 2002

The video game industry has out-grossed

the movie industry every year since 2002.


Some researchers even suggest supplanting much of the traditional back-to-basics K-12 curriculum with a new generation of game-based materials to capture the increasingly short attention spans of today's youth.

Howard Witt, Chicago Tribune, Feb 11, 2007

world of warcraft
World of WarCraft
  • Over 7 million players in this

MMPOG – massively multi-player online game

The World of WarCraft


"But it shouldn't come as a surprise that when our economy has changed, when innovation and creativity are much more important than rote memorization, that the system needs some real updating to train kids how to use computer games to solve problems in the real world."David Williamson Shaffer, How Computer Games Help Children Learn. University of Wisconsin-Madison


Simulation games in particular have already been embraced by some educators, as well as many businesses and the U.S. military, as effective ways to introduce people to environments and situations that would otherwise be too expensive, dangerous or impossible to access.

Howard Witt, Chicago Tribune, Feb 11, 2007


Other researchers are studying what students learn when they join other players across the Internet in creating characters, or avatars, in online fantasy or role-playing games, such as Second Life, There or World of Warcraft.

Howard Witt, Chicago Tribune, Feb 11, 2007

principle 1
Principle 1
  • Good gaming requires that players feel like participants not spectators.
principle 2
Principle 2
  • Good gaming accommodates different styles of play.
principle 3
Principle 3
  • Good gaming places the player in an authentic game situation.
principle 4
Principle 4
  • Perceptions and actions are deeply connected
principle 5
Principle 5
  • Problems/obstacles need to be well-ordered and the steps clear.
principle 6
Principle 6
  • Learning needs to be sufficiently frustrating.
principle 7
Principle 7
  • Players need to be encouraged to “step-up” their games.
principle 8
Principle 8
  • Information needs to be on-demand and just-in-time.
principle 9
Principle 9
  • Simplified minature models can help learners grasp concepts that can later be applied to more complex systems later.
principle 10
Principle 10
  • The risks of learning must be considered.
principle 11
Principle 11
  • Seeing the big picture…
classroom application
Classroom Application
  • Marc Prensky
  • Today’s learners are Digital Natives
  • We are Digital Immigrants
classroom application22
Classroom Application

Motivation in learning is concerned with

  • Interaction with content
  • Interaction with peers
  • Interaction with teacher

Lack of motivation usually points to one of a lack of one or more of these factors.

gaming implications
Gaming Implications

Reduce formal instruction

Replace with gaming activity

Rely on student trial-and-error

Rely on peer learning

Relate goals and timelines

Realizes risk taking but in mediated place