Week 3 - Games Based Learning

WB - 30.01.12

Games Based Learning

This week we had a motivating visit from specialists working in Fife Council.

They talked to us about Comic life, Pivot, Music making and games technology in the classroom.

I have chosen to write about Games Based Learning (GBL) in the classroom because I found it very interesting.

To begin with I never knew much about the benefits of GBL in the classroom, I did not see how playing a computer game in school would benefit the children. However my opinion has completely changed.

The argument against children playing computer games is that they learn negative attitudes. However Prensky (2002) suggests that if children are able to learn negative attitudes while playing a game then this proves to us that computer games are an effective learning resource for children,
“ For whenever one plays a game, and whatever game one plays, learning happens constantly, whether the players want it to, and are aware of it, or not.” (p1)

Using computer games in the classroom is an excellent tool for children; it can be used to set a context for learning. For example if you tell children to write an imaginative story about a penguin character most of the children will spend most of their time trying to imagine a story about a penguin, however give them the opportunity to play SuperTux (which I downloaded after this input) ideas and storylines will fill their minds as they have played the game and can visualise how the story might look. Computer games give children a real experience they can relate to and use in the learning.

Another reason why this is effective is because children can relate to computer games; they know how to play them and they enjoy playing therefore they already possess intrinsic motivation to play a game.

Furthermore in order to teach children effectively they must be engaged in the learning, computer games provide this, I know this from being given the opportunity to play the games during the input that as soon as the game appeared on the screen I was hooked, I did not want to finish until I had completed the level.  Also from my 2SE1 placement, the teacher had a Play Station 3 in the classroom which was used as a treat for children; whenever the boys in the class put Fifa on they were instantly engaged.

GBL also gives children the chance to use problem solving skills to work their way through a game, communication skills are also being used as the children discuss with each other different issues which may arise.

Furthermore, some computer games can be used which are team work games where the children have to work as a team to complete a level; this gives the children a sense of inclusion in the classroom and creates a common goal for all the children to work towards.

Again although one person may be playing at a time a computer game can be linked to a Smart Board where everyone else can join along.

Prensky, (2002) talks about the “Five levels of Learning”:

1.       Learning How – Children are learning how to play the game

2.       Learning What – Children learn what to do in a game (the rules)

3.       Learning Why – Children learn the strategy of a game

4.       Learning Where – Children learn about where they are in a game (cultural & environmental)

5.       Learning When/Whether – Children learn to make value based and moral decisions.

To find out more visit: http://www.marcprensky.com/writing/prensky%20-%20what%20kids%20learn%20thats%20positive%20from%20playing%20video%20games.pdf (p2-8)

Games based learning (GBL) also has strong links with Curriculum for Excellence. The most obvious link is relevance, the children can relate to computer games as most children will have played a computer game previously. Also by using computer games the children have a real life experience they can use in their learning. GBL also provides children with personalisation and choice as they can be involved in creating new levels or characters for a game. Although children are excellent at playing computer games the teacher can provide challenge for the children by the tasks they do. For some children the challenge may be to have to work as a team to complete a level. Enjoyment is another principle which fits in with GBL, most children enjoy playing games; however Buckingham, (2007) talks about Gender issues with computer games,
“girls were less enthusiastic than boys about learning through games” (p115). Therefore it is the teachers responsibility to use a game they believe will be beneficial to all pupils.

Overall, I very much enjoyed this input, I feel more knowledgeable about not only Games Based Learning, but also about Comic Life, Pivot and Music making in the classroom. These will defiantly be areas I would like to learn more about and use in the classroom.

Buckingham, D (2007). Beyond Technology Children's learning in the age of digital culture . Cambridge: Polity Press. p115.

Prensky, M. (2002). What Kids Learn That's Postive about Video Games.
Available: http://www.marcprensky.com/writing/prensky%20-%20what%20kids%20learn%20thats%20positive%20from%20playing%20video%20games.pdf [accessed 03.02.12.]