The intergration of Physical and Virtual worlds is a facinating idea. Having the ability to, in some sense, experience that which you are trying to learn would help a person to master the skills and information.
I found "Reliving the Revolution" a very interesting idea. "RtR is not envisioned as a standalone educational solution, but as an activity supported by a teacher or mentor, and integrated into a broader history curriculum that inocrporates experimental learning, teamwork and critical thinking skills" (Gibson 251). Is it weird that I had the following thought; "Well, at least they pointing that out." I am skeptical of technology (mainly games and simulations). I know too many teachers who are willing to let kids play something like Oregon Trail and then assume that they have learned the curriculum surrounding the history of the Oregon Trail.
The whole point behind technology, including Augmented Reality games, is to supplement the curriculum and to help students actually learn the game. Augmented reality should draw connections between old and new contents by using experiential learning in a way that technology can support as opposed to more traditional forms of teaching.
Monday, April 9, 2007
Tuesday, March 20, 2007
Weeks 9 & 10 Reflective Action Project.
"The goal of instructional simulations is to stimulate the creation of mental models within the learner by having them discover rules and principles through experimentation. Designers should constantly be asking themselves, "How do I help the learner discover this principle and then veryify that they know it." -- James Hadley (Aldrich pg 217). Essentially, the goal of instructional simulations is parallel with that of education. How can I get the students to learn the material, and then, how do I assess whether or not they have learned it.
As I began reading Aldrich's Ch 22, Designing A Simulation," I had the though, "Good, this will give me some idea about how to create a simulation, or at least give some ideas about how to get started." Midway through the chapter I decided I should start re-reading, as I seemed to be missing some important information. I got the use of "slates" and how they were used in the building of a simulation; they are the framework. I even understood each slate's function and how to translate that into education speak.
On Aldrich's pg 220, there was a list or order of "steps that needed to be taken in order to design a simulation. So far so good, in terms of my comprehension level. Then things turned ugly. By the time I made it through the end of Ch. 22, I was left with a sense of confusion. What the heck was he talking about. Had I only read the 1st four pages and left it at that, then I would have felt better, and possibly understood more.
Until this point I had found Clark Aldrich to be more entertaining than your average garden variety educational textbook author. Funny how fickle it appears that I am. After reading the introduction to Chapter 23, I have the urge to hit Aldrich in the head with a shovel. "In case you weren't paying attention in the last chapter, let me try again" (Aldrich 241). Now, its not like me to have an emotional response to reading in a textbook, but Chapter 22 was more frustrating to me than I originally thought. I was irritated enough to almost quit reading. But I am compliant, so I kept reading. And in the end, I guess I am glad I did.
Chapter 23 did a better job of actually defining what the four slates were and how, specifically, they are used in the creation of simulations. So it seems that by "trying again," Aldrich did a better job the second time around. In slate #1 the students are exposted to the material and given the objectives. Slates #2 and #3 provide the needed scaffolding for students to begin working with and understanding the material. Finally, slate #4 is where the students show their mastery (or not) of the material. "These 4 slates are critical to successful skilling and upskilling" (Aldrich 251).
Educational Simulations, as defined by Aldrich, "are a variety of selectively interactively representational environments that can provide highly effective learning experiences" (Aldrich pg 270). I find it interesting that he also states "Good educational simulations, as we are seeing, will increase productivity by 20%-30%" (Aldrich pg 274). The connection between business and education is one that I just can't seem to make. How do I increase my students' "productivity?" Am I increasing their recall of the material? Is this what productivity refers to?
As I reflected on this book as a whole, I realized that there was some very good information given; particularly Chapter 8, Three Essential Elements to Successful Educational Experiences. However, as this book began covering the actual creation of simulations, it became unclear and scattered. Will it help me to create my own simulaton? Probably not. However, it does have some good points of reference.
As I began reading Aldrich's Ch 22, Designing A Simulation," I had the though, "Good, this will give me some idea about how to create a simulation, or at least give some ideas about how to get started." Midway through the chapter I decided I should start re-reading, as I seemed to be missing some important information. I got the use of "slates" and how they were used in the building of a simulation; they are the framework. I even understood each slate's function and how to translate that into education speak.
On Aldrich's pg 220, there was a list or order of "steps that needed to be taken in order to design a simulation. So far so good, in terms of my comprehension level. Then things turned ugly. By the time I made it through the end of Ch. 22, I was left with a sense of confusion. What the heck was he talking about. Had I only read the 1st four pages and left it at that, then I would have felt better, and possibly understood more.
Until this point I had found Clark Aldrich to be more entertaining than your average garden variety educational textbook author. Funny how fickle it appears that I am. After reading the introduction to Chapter 23, I have the urge to hit Aldrich in the head with a shovel. "In case you weren't paying attention in the last chapter, let me try again" (Aldrich 241). Now, its not like me to have an emotional response to reading in a textbook, but Chapter 22 was more frustrating to me than I originally thought. I was irritated enough to almost quit reading. But I am compliant, so I kept reading. And in the end, I guess I am glad I did.
Chapter 23 did a better job of actually defining what the four slates were and how, specifically, they are used in the creation of simulations. So it seems that by "trying again," Aldrich did a better job the second time around. In slate #1 the students are exposted to the material and given the objectives. Slates #2 and #3 provide the needed scaffolding for students to begin working with and understanding the material. Finally, slate #4 is where the students show their mastery (or not) of the material. "These 4 slates are critical to successful skilling and upskilling" (Aldrich 251).
Educational Simulations, as defined by Aldrich, "are a variety of selectively interactively representational environments that can provide highly effective learning experiences" (Aldrich pg 270). I find it interesting that he also states "Good educational simulations, as we are seeing, will increase productivity by 20%-30%" (Aldrich pg 274). The connection between business and education is one that I just can't seem to make. How do I increase my students' "productivity?" Am I increasing their recall of the material? Is this what productivity refers to?
As I reflected on this book as a whole, I realized that there was some very good information given; particularly Chapter 8, Three Essential Elements to Successful Educational Experiences. However, as this book began covering the actual creation of simulations, it became unclear and scattered. Will it help me to create my own simulaton? Probably not. However, it does have some good points of reference.
Monday, March 12, 2007
Week #8 Reflection Post
There was a lot of information in the 3 chapters read this week. I especially liked Chapter 16 and its beginning quote from the Matrix, " Follow the White Rabbit." Not only did it make me laugh, it made me think about assessment and how we, as educators, are forced into assessments that are not of our own creation and what that does to education.
Sitting here watching my students on the first day of our annual CAT 6 testing, I am faced with a reminder of how important assessment has become, in whichever form is deemed appropriate by the almighty who make those decsions. "Stakeholders (e.g. parents, principals, administrators and policy makers) remain steadfast in viewing test scores as the main indicator of learning" (Gibson 328). It is interesting that Gibson's Chapter 16 revolves around assessment, considering what is going on at my school this week.
How did we (education) become this? At what point did standardized testing become the grand assesment that it currently is? We now exist in a "test score oriented educational culture" (Gibson 328). Why? I am curious what it is that everyone else thinks. Here is my uneducated theory: It has to do with the use of Standards. As soon as defined Standards became common in education there needed to be a way to assess whether or not students have met the Standards. The answer came in the form of Standardized Tests, which, unfortuntately, have become the driving force in schools. Not whether the kids have actually learned what they need, but can they do well on the state tests.
According to Gibson, "there will need to be some ways for the educators to record and report on the students' progress when playing games, so as to justify to the stakeholders that gaming is a leditimate way of learning, and not a waste of precious classroom time and resources" (Gibson 328). In terms of using games and simulations, "it is important for educators to work with game developers and instructional technologists to incorporate appropriate learning objectives into the games" (Gibson 333). Backwards planning anyone?
Last thought: Authentic assessment is neccessary to shape what comes next in curriculum. Too often, assessments are inappropriate or are used to give a grade, not to show what children really know.
Sitting here watching my students on the first day of our annual CAT 6 testing, I am faced with a reminder of how important assessment has become, in whichever form is deemed appropriate by the almighty who make those decsions. "Stakeholders (e.g. parents, principals, administrators and policy makers) remain steadfast in viewing test scores as the main indicator of learning" (Gibson 328). It is interesting that Gibson's Chapter 16 revolves around assessment, considering what is going on at my school this week.
How did we (education) become this? At what point did standardized testing become the grand assesment that it currently is? We now exist in a "test score oriented educational culture" (Gibson 328). Why? I am curious what it is that everyone else thinks. Here is my uneducated theory: It has to do with the use of Standards. As soon as defined Standards became common in education there needed to be a way to assess whether or not students have met the Standards. The answer came in the form of Standardized Tests, which, unfortuntately, have become the driving force in schools. Not whether the kids have actually learned what they need, but can they do well on the state tests.
According to Gibson, "there will need to be some ways for the educators to record and report on the students' progress when playing games, so as to justify to the stakeholders that gaming is a leditimate way of learning, and not a waste of precious classroom time and resources" (Gibson 328). In terms of using games and simulations, "it is important for educators to work with game developers and instructional technologists to incorporate appropriate learning objectives into the games" (Gibson 333). Backwards planning anyone?
Last thought: Authentic assessment is neccessary to shape what comes next in curriculum. Too often, assessments are inappropriate or are used to give a grade, not to show what children really know.
Sunday, March 4, 2007
Week #7 Reflection Action Project
"No Child Left Behind," while a major, bureaucratic pain in the rear, has possibly one good consequence that I can think of. It may be driving teacher education programs to move away from content knowledge and into preparing teachers to teach more effectively. "Teacher preperation has not been immune to this pressure, as teacher effectiveness has been targeted as a direct route to increasing student performance. As a result, the teacher preperation communty is working harder than ever to prepare teachers who can affect learning in all students (Gibson 207).
I wonder about the validity of the above statement. Well, not really the validity, but whether or not it is true. I can't speak for all content areas and all universities, but I know that my teacher training program was less content and more these are the things you should do and why. I was under the assumption that that is how they all were. It made sense.
I actually was confused when first reading the Teacher Work Sample Methodolgy (TWSM) my brain made the following statement, "Isn't that what you should be looking to develop in teacher candidates?" It is not as if this is a new and grand revelation, right? Upon continuing reading, however, I discoved something new. The idea of using a simulated setting in which students can practice "the skills necessary in the design and implementation of a teacher work sample" (Gibson 209).
The "Cook School District" is a facinating creation. I had no idea such things existed. While it is limited in its lack of behaviors ( I am guessing the simulated child is unlikely to refuse to do something), it seems to be as realistic an experience as possible. I am curious how this really affects teacher development.
Anyone know? Or had experiences with such "professional developmen?
I wonder about the validity of the above statement. Well, not really the validity, but whether or not it is true. I can't speak for all content areas and all universities, but I know that my teacher training program was less content and more these are the things you should do and why. I was under the assumption that that is how they all were. It made sense.
I actually was confused when first reading the Teacher Work Sample Methodolgy (TWSM) my brain made the following statement, "Isn't that what you should be looking to develop in teacher candidates?" It is not as if this is a new and grand revelation, right? Upon continuing reading, however, I discoved something new. The idea of using a simulated setting in which students can practice "the skills necessary in the design and implementation of a teacher work sample" (Gibson 209).
The "Cook School District" is a facinating creation. I had no idea such things existed. While it is limited in its lack of behaviors ( I am guessing the simulated child is unlikely to refuse to do something), it seems to be as realistic an experience as possible. I am curious how this really affects teacher development.
Anyone know? Or had experiences with such "professional developmen?
Wednesday, February 21, 2007
Week # 6 Reflection Post
I have to admit, the idea of gaming as educational has been a bit of a mystery to me. I have been struggling to wrap my mind around using games as a teaching tool. As I was reading Aldrich, I had a "DUH" moment. Using simulation and games to teach skills..... As a PE teacher, that is what I do. In my last post, I mentioned a lack of skills transfer. Apparently, this applies to me also. In all of the reading I have done for this class, I actually enjoyed Aldrich's Chapter 8. The way he looked at Simulations, Games and Pedagogy, made sense. There was less of a division between those three elements than I had previously seen in other reading.
"The first thing that makes simulation work is context alignment. The performance situation is similar to the learning situation" (Aldrich pg 84). Simulations give students practice and practice leads to several different things. Practice gives people opportunities to work through problems in a less threatening environment. They can try different scenerios without the threat of failure. With increased security, students are likely to have greater confidence in what they are doing. All good things.
"Arbitrary (non-intrinsic) goals are often more motivating than real-world goals" (Aldrich pg 85). This statement explains why many students find games more interesting than your average English textbook. Of course, it also explains why people get all riled up about games and sports. They are entertaining.
Finally, Aldrich addressed the pedagological elements. His argument appears to be that when students are "lost and confused or don't see the relevancy of the experience to the real world" (Aldrich pg 90), it is time to fall back basic pedagogy. Giving background material, providing scaffolding and prompts are a few of the strategies that can be used to help students and support simulations and games.
Overall, Aldrich seems to argue for using all three elements in order to help students find success.
NOTE: I found this article interesting.
http://apnews.myway.com//article/20070221/D8NE9KKG0.html
"The first thing that makes simulation work is context alignment. The performance situation is similar to the learning situation" (Aldrich pg 84). Simulations give students practice and practice leads to several different things. Practice gives people opportunities to work through problems in a less threatening environment. They can try different scenerios without the threat of failure. With increased security, students are likely to have greater confidence in what they are doing. All good things.
"Arbitrary (non-intrinsic) goals are often more motivating than real-world goals" (Aldrich pg 85). This statement explains why many students find games more interesting than your average English textbook. Of course, it also explains why people get all riled up about games and sports. They are entertaining.
Finally, Aldrich addressed the pedagological elements. His argument appears to be that when students are "lost and confused or don't see the relevancy of the experience to the real world" (Aldrich pg 90), it is time to fall back basic pedagogy. Giving background material, providing scaffolding and prompts are a few of the strategies that can be used to help students and support simulations and games.
Overall, Aldrich seems to argue for using all three elements in order to help students find success.
NOTE: I found this article interesting.
http://apnews.myway.com//article/20070221/D8NE9KKG0.html
Saturday, February 17, 2007
Week #5 Reflection Project
I have always considered "gamers" to be loaners and a bit on the socially inept side ( not meaning to offend anyone). But I am beginning to change my mind, and that is a big deal for someone who sits in front of a computer out of need most of the time, not because I want to. I don't really think my idea of a gamer is much different than a lot of people. "Gaming has become much more than a solitary hobby and is, instead, a social activity, involving both old and new friends" (Gibson pg 152).
In reality, when I observe and listen to converstations my students are having, they are very passionate about their gaming. Much more so than they are, say, about Algebra or going to play baseball. "The new generation of students is accustom to fast flashing screens, like those found on MTV, and is comfortable with and exceptionally gifted at multitasking" (Gibson pg 153).
Gaming, it can be argued, gives students "multitasking opportunities and that gaming is often one of numerous activities in which a student is concurrently engaged" (Gibson pg 152).
This evolution of gaming into an interactive experience can potentially assist in motivation students and helping to develop problem solving, creatieve and communication skills" (Gibson pg 152). I tend to agree, at least in principle, with the above ideas. The potential for helping students is there. But looking at possible advantages of gaming, I am left with one glaring problem. How do we assess and measure students multitasking abilties? Their ability to solve complex problems and their communication skills? Lacking are appropriate assesments for these skill that we say can help students.
Are students really developing the skills they need? We all have the student who has mastered a particular game. This kid has poured over all of the manuels and cheat sheets they could find for their particular game. But they can't read a short story in English class and respond appropriately to a list of questions. There is a significant lack of skills transfer in many of our students. It can be aruged that many kids today are good at multitasking and even problem solving, but how is it that we can prove that in our current system of education, from elementary all the way to college?
Finally, I am going to just vent on this issue as it was brought up in Gibson. Communication Skills!! If gaming can help a student develop communication skills, where is it? Again, there is a lack of skill transfer. I am a firm believer in writing for writing sake. If places such as Myspace encourage kids to write, then I am all for it. But somewhere along the way, they need to be taught that they still need to learn academic writing skills. You can't talk about a skate park on the state writing test and use SK8 as an appropriate word. It makes my head hurt to grade any writing assignment I may give.
In reality, when I observe and listen to converstations my students are having, they are very passionate about their gaming. Much more so than they are, say, about Algebra or going to play baseball. "The new generation of students is accustom to fast flashing screens, like those found on MTV, and is comfortable with and exceptionally gifted at multitasking" (Gibson pg 153).
Gaming, it can be argued, gives students "multitasking opportunities and that gaming is often one of numerous activities in which a student is concurrently engaged" (Gibson pg 152).
This evolution of gaming into an interactive experience can potentially assist in motivation students and helping to develop problem solving, creatieve and communication skills" (Gibson pg 152). I tend to agree, at least in principle, with the above ideas. The potential for helping students is there. But looking at possible advantages of gaming, I am left with one glaring problem. How do we assess and measure students multitasking abilties? Their ability to solve complex problems and their communication skills? Lacking are appropriate assesments for these skill that we say can help students.
Are students really developing the skills they need? We all have the student who has mastered a particular game. This kid has poured over all of the manuels and cheat sheets they could find for their particular game. But they can't read a short story in English class and respond appropriately to a list of questions. There is a significant lack of skills transfer in many of our students. It can be aruged that many kids today are good at multitasking and even problem solving, but how is it that we can prove that in our current system of education, from elementary all the way to college?
Finally, I am going to just vent on this issue as it was brought up in Gibson. Communication Skills!! If gaming can help a student develop communication skills, where is it? Again, there is a lack of skill transfer. I am a firm believer in writing for writing sake. If places such as Myspace encourage kids to write, then I am all for it. But somewhere along the way, they need to be taught that they still need to learn academic writing skills. You can't talk about a skate park on the state writing test and use SK8 as an appropriate word. It makes my head hurt to grade any writing assignment I may give.
Sunday, February 11, 2007
Week #4 Reflective Action Project
I am beginning to wonder if my classmates who are participating in the Live Discussions in SL might be gaining more information and at a more rapid pace than I am. By the time I get home at night and sit down to SL it is at least an hour later for almost everyone else and EdTech Island is generally empty. Now, while I tend to lean towards traditional learning methods, at least for myself, I am aware that a bit of scaffolding might help me move a bit more quickly through SL. As it is, I am still trying not to walk into walls, or get stuck, on occasion, in the fountian.
"Knowledge, at least according to social constructivists is the artifact of decisions made by people in groups, based on their on-going interactions. It is grounded in the inquiring activities and comingled task through which people relate" (Gibson pg 93).
Learning in a 3D eviroment, such as SL, seems to require that people get involved in a communtity in which they can learn and bounce ideas of others who are working with the same ideas or material. "Social constructivists view learning as the result of neither solely intrinsic nor purely extrinsic motivations but, rather, as a contiguous process that exists each time people willfully interact with each other in the world around them" (Gibson pg 93).
Throughout Gibson's Chapter 5 there seems to be a common theme of providing scaffolding to the new learners in online learning environments, especially in the 3D type learning evironments. While scaffolding is generally considered to be important in most learning situations, I feel that it is more so in environment such as SL. There is a significant level of disorientation for many learners (myself included) when they first enter such an environment. What that scaffolding looks like, I am a bit unsure of at this point.
"Knowledge, at least according to social constructivists is the artifact of decisions made by people in groups, based on their on-going interactions. It is grounded in the inquiring activities and comingled task through which people relate" (Gibson pg 93).
Learning in a 3D eviroment, such as SL, seems to require that people get involved in a communtity in which they can learn and bounce ideas of others who are working with the same ideas or material. "Social constructivists view learning as the result of neither solely intrinsic nor purely extrinsic motivations but, rather, as a contiguous process that exists each time people willfully interact with each other in the world around them" (Gibson pg 93).
Throughout Gibson's Chapter 5 there seems to be a common theme of providing scaffolding to the new learners in online learning environments, especially in the 3D type learning evironments. While scaffolding is generally considered to be important in most learning situations, I feel that it is more so in environment such as SL. There is a significant level of disorientation for many learners (myself included) when they first enter such an environment. What that scaffolding looks like, I am a bit unsure of at this point.
Tuesday, February 6, 2007
Week #3 Reflection Action Project
Sociology 101! To study how and why people behave as they do, and do this through an online enviroment is fascinating. From an educational point of veiw, looking at sociology in this way gives students a unique perspective on the material. They are actually involved in the culture versus just examining it though text.
One problem I have with looking examining an online "culture", such as The Sims Online, is that "TSO is, in fact, a simplified and idealized world lacking the diversity, complexity, and organizational elaboration of real-life. The world contains no aging process, no old people, no fixed social classes...etc" (Gibson pg 53). I wonder if examining something that is deviod of real issues is valid in terms of actual sociology.
Changing topics slightly. As I worked on my Social Analysis powerpoint for this week, I begin to question why it is that people get involved in online gaming. For me, the whole idea of having an avatar to be my stand-in is sort of creepy. Historically, avatars were the men who went into battle dressed as the King or Commander, and generally, they were killed.
Why is it that we create the avatar's that we do? How do we chose how they look and what they wear? Part of it is the choices we are presented with. But having the ability to change body features and hair color impacts how the avatars look to some degree. I have seen some strange looking avatars as I have wandered about (or gotten lost) SL, but there have not been any avatars that are unattractive by sociatal standards. They are all of a specific height, slender and with no physical deformities. Would I have chosen a short, heavy avatar? Probably not.
After reading both of Elisabeth Hayes' articles, it seemed to me that most people, possibly subconciously, enjoy virtual gaming because of their ability to combine fantasy with real-life. They get the opportunity to be and do things that they may never get to do in their everyday lives.
I apologize that this post may seem slightly scattered and disjointed. I have had a problem untangling some of my thoughts surrounding the concept of identity and virtual gaming.
Any insights would be greatly appreciated.
Katie
One problem I have with looking examining an online "culture", such as The Sims Online, is that "TSO is, in fact, a simplified and idealized world lacking the diversity, complexity, and organizational elaboration of real-life. The world contains no aging process, no old people, no fixed social classes...etc" (Gibson pg 53). I wonder if examining something that is deviod of real issues is valid in terms of actual sociology.
Changing topics slightly. As I worked on my Social Analysis powerpoint for this week, I begin to question why it is that people get involved in online gaming. For me, the whole idea of having an avatar to be my stand-in is sort of creepy. Historically, avatars were the men who went into battle dressed as the King or Commander, and generally, they were killed.
Why is it that we create the avatar's that we do? How do we chose how they look and what they wear? Part of it is the choices we are presented with. But having the ability to change body features and hair color impacts how the avatars look to some degree. I have seen some strange looking avatars as I have wandered about (or gotten lost) SL, but there have not been any avatars that are unattractive by sociatal standards. They are all of a specific height, slender and with no physical deformities. Would I have chosen a short, heavy avatar? Probably not.
After reading both of Elisabeth Hayes' articles, it seemed to me that most people, possibly subconciously, enjoy virtual gaming because of their ability to combine fantasy with real-life. They get the opportunity to be and do things that they may never get to do in their everyday lives.
I apologize that this post may seem slightly scattered and disjointed. I have had a problem untangling some of my thoughts surrounding the concept of identity and virtual gaming.
Any insights would be greatly appreciated.
Katie
Monday, January 29, 2007
Week #2 Reflection Action Project
"The invention of new methods that are adequate to the new ways in which problems are posed requires far more than a simple modification of previously accepted methods." Lev Vygotsky
Looking at games and simulations as method of learning, is something that I had never before considered. However, after having done this week's reading, I am certiainly interested in entertaining the idea that both games and simulations have a place in the modern learing enviroment. T
Video games taps into the intrinsic rewards seeking behaviors that we, as learners, all pocess. Games/Simulations have a large, overriding goal, yet break the activities into viable, attainable objectives. Players may not know exactly how to acheive the general goal, yet they are rewarded by completing small, acheivable tasks. As stated in Gibson, "Games are so engaging precisely because they tap into some of the most effective approaches for learning (pg 23)."
"The invention of new methods that are adequate to the new ways in which problems are posed requires far more than a simple modification of previously accepted methods." Lev Vygotsky
Looking at games and simulations as method of learning, is something that I had never before considered. However, after having done this week's reading, I am certiainly interested in entertaining the idea that both games and simulations have a place in the modern learing enviroment. Not being person who ever plays video games, I have always found it fascinating that a student who can not sit through the instructions for a test, can sit still for hours, pouring over cheat sheets and manuals in order to acheive their goal of getting through the game. "While they may not always be having fun, video game players generally enjoy what they do. It is why they keep doing it" (Gibson pg 24).
Video games tap into the intrinsic rewards seeking behaviors that we, as learners, all possess. Games/Simulations have a large, overriding goal, yet break the activities into viable, attainable objectives. Players may not know exactly how to acheive the general goal, yet they are rewarded by completing small, acheivable tasks. As stated in Gibson, "Games are so engaging precisely because they tap into some of the most effective approaches for learning" (pg 23). "There is suficient positive feedback which must occur during the process and must be in context or at least measure progress towards the goal. (pg 25).
Over the coming weeks, I am looking forward to exploring this idea that games fullfill the need that people have for instant feedback.
Looking at games and simulations as method of learning, is something that I had never before considered. However, after having done this week's reading, I am certiainly interested in entertaining the idea that both games and simulations have a place in the modern learing enviroment. T
Video games taps into the intrinsic rewards seeking behaviors that we, as learners, all pocess. Games/Simulations have a large, overriding goal, yet break the activities into viable, attainable objectives. Players may not know exactly how to acheive the general goal, yet they are rewarded by completing small, acheivable tasks. As stated in Gibson, "Games are so engaging precisely because they tap into some of the most effective approaches for learning (pg 23)."
"The invention of new methods that are adequate to the new ways in which problems are posed requires far more than a simple modification of previously accepted methods." Lev Vygotsky
Looking at games and simulations as method of learning, is something that I had never before considered. However, after having done this week's reading, I am certiainly interested in entertaining the idea that both games and simulations have a place in the modern learing enviroment. Not being person who ever plays video games, I have always found it fascinating that a student who can not sit through the instructions for a test, can sit still for hours, pouring over cheat sheets and manuals in order to acheive their goal of getting through the game. "While they may not always be having fun, video game players generally enjoy what they do. It is why they keep doing it" (Gibson pg 24).
Video games tap into the intrinsic rewards seeking behaviors that we, as learners, all possess. Games/Simulations have a large, overriding goal, yet break the activities into viable, attainable objectives. Players may not know exactly how to acheive the general goal, yet they are rewarded by completing small, acheivable tasks. As stated in Gibson, "Games are so engaging precisely because they tap into some of the most effective approaches for learning" (pg 23). "There is suficient positive feedback which must occur during the process and must be in context or at least measure progress towards the goal. (pg 25).
Over the coming weeks, I am looking forward to exploring this idea that games fullfill the need that people have for instant feedback.
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