"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.
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4 comments:
I support your approach to games and simulations using Vygotsky's theoretical framework. I am trying to find some research related to social constructive learning in virtual world. Hopefully, at the end of this semester, I can write some research paper. Lotus.
Since students can spend so much time playing and studying games and could care less to spend time on classwork I think thst video game designers should instruct teachers. They could help us to understand how to keep kids entertained and interested. Teachers could then design their learning environments and lessons using the same techniques that video game designers use.
Katie, you seem to have written a post that has stirred up some dust! :)
I'm glad you quoted Vygotsky....in this week's assignment, I believe I share a paper on constructivism and gaming. This might meet your need, Lotus.
Rob, one of the statements made by Becker in our reading was that teachers and instructional designers shouldn't make games--they aren't fun. She proposes good games are made by highly qualified production teams, just like movies. And we have to look at different models in ID in order to move ahead in our field.
I can't agree more with Dr. Dawley. It takes many many programmers years (and monies) to design a truly engaging environment. A similar amount of effort will be needed to have that level of engagement in an educational sim.
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