Video games can be immersive learning environments that support science skills and content.
Study of use of video games in science class is relatively new.
Many examples of well-designed games promote various type of learning - content, process, social skills, and game skills.
Students:
- can practice taking on a new identity - scientists.
- Become part of a virtual world that is not possible in a real classroom
- Gravity-free zone
- Universe of unknown species
- Participate in tasks that require:
- Exploration
- Discovery
- Gathering data
- Repeated formulation of hypotheses
- Reformulation of hypotheses
- All of above skills are valued and rewarded in real-world
- Naturally interested in video games and therefore motivated by playing them
- Teachers need to harness student motivation and excitement.
- Students today are technologically advanced
- Video games serve subgroups that are typically underserved in science education
- Girls are interested in video games - just different types than boys.
- Relational
- Cooperative
- Underachieving students have shown better success when video games are incorporated into the curriculum
- Physically disabled students have an opportunity to “play” on an even playing field in a virtual world
- What kinds of video games should/can be used?
- Specifically designed games can be used
- Freely available educational games
- Drill and practice
- Games that are not aimed at school do not immediately turn students off because of an association with required learning
- Students bring valuable skills and knowledge to help integrate video games - these students can take on a leadership role
- Video games are such immersive environments - through them students can be part of inappropriate or violent worlds
- Media focuses on this - causes teachers to dismiss their usefulness
- Teachers need to align games with content or skills and be familiar with all aspects of the game
- Develop units that allow students to play in small groups, create their own identity, explore, debrief, and be assessed.
- Students can produce a final product to display knowledge
- Science experiment
- Video
- Spin-off game
- Good unit will include much planning and the same types of assessment as any other inquiry activity
- Communicate with parents and administrators about use of video games - also, follow district policy
- Obtaining video games:
- Letter to parents
- Library check out
- PTSA funds
- Technology grants
- Games can be used in different ways:
- Install on classroom or lab computer
- Pair students up or small groups
- Gaming system
- Rotate through stations
- Homework - play at home
- Play as whole class (Smartboard)
- Example - Unit could take a week - Game: Spore:
- Unit on Evolution
- Use trailer for game to introduce the game
- No more than five class periods to play game
- Students could blog about it - “in game” and transformation of creature that they created
- Groups can share information at end of the week
- Two important implications of using video games like this:
- Teaches students to apply their knowledge of scientific concept
- Teaches students to think critically about both games and science (21st-century skill)
(“digital technologies become a naturalized part of everyday life.”)
Video games have historically had a bad reputation - their attractiveness to students is reason enough to rethink using them.
Video games can address content standards and critical thinking skills.
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