Clip from “Rise of the Videogame”

Educational Gaming for K12 Classrooms

No Gamer Left Behind: Excerpts from the George Lucas Foundation’s documentary on educational gaming. The original article is at: http://www.edutopia.org/1794

Consolarium on BBC News – Gaming in Education
Learning and Teaching Scotland’s Derek Robertson explains new gaming in education projects with the Nintendo DS which are motivating, engaging and improving the attainment of Scottish students.

The difference between computer simulations and computer games is subtle but important. At the core, the distinction is that simulations are about things (or systems) and how they behave, and games are about a fun user experience.

That distinction may be a bit too rigid, however. Because pure simulations are often quite dry and unpalatable, and the simulations we know and love are often quite fun, a category known as the rong>simulation game, which combines the best features of both, has evolved. When game features are combined with a simulation, the results can be powerful. Games such as Civilization III (and now IV) and Rise of Nations have such a strong educational hold on players that they spend years playing these games, in school or out. In the meantime, they’re also learning a lot.

Unfortunately, the word game often has such a negative connotation for educators that it is difficult to get them to look past their prejudices. But those who dismiss today’s games as an educational tool do so at their peril. For one thing, games have changed. Good games are now both teachers and motivators. The newest “complex” games offer scores of hours of challenging problems of great complexity and sophistication — often much harder than schoolwork — that a player typically has to learn many skills to solve.

Games, unlike traditional school study, also offer students be-a-hero goals that encourage players to persist in their efforts. In addition, games offer “leveling up” with rewards that encourage players to practice extensively. Finally, games offer second-by-second decision making that takes players over and over through the loop of decision, action, feedback, and reflection that is the basis for all learning. Complex games also adapt on the fly to each player’s ability, making them feel like they want to continue and struggle, because they feel like they can win despite the challenges.

Click here to read more of Prensky’s distinctions between simulations and games. Do you agree with Prensky? Leave a comment stating why or why not.

Reference:

Prensky, M. (2007, March). Sims vs. games: The difference defined. Edutopia. Retrieved July 28, 2009, from http://www.edutopia.org/sims-vs-games