WEEK 8 - Evaluating Computer Games

Computer Games in the Classroom - Pam Wright

Firstly, an admission. When assigned the task of an online ICT activity about evaluating the educational relevance of computer games, I was a little nervous and little ho-hum about it. Computer games? Education? I thought computer games were for adolescent boys who preferred to shoot ‘em up and shoot ‘em down instead of completing their maths or English homework, or chasing girls, or kicking the footy out on the street.

I have often considered the playing of computer games as a sort of an “opportunity cost” for children – why sit and click away at a computer when you can participate in some other more worthwhile activity.
It’s an old-school view, I know, however, I’m not crusty enough to shut the door or my mind to the integration of computer games in my classroom.
My experiences and research shows that computer games have educational value, and are a fundamental resource for 21st century primary school students.

I actually enjoyed the ICT activity and found the readings most useful and interesting.
The authors made me reflect on the types of learning computer games can provide and that video games are not necessarily the “enemy, but the best opportunity we have to engage our kids in real learning.” (Prensky).

The articles also made me feel a little like an old fuddy-duddy, particularly when referring to “digital natives” and “digital immigrants”.
I think I fall in somewhere in between – I remember playing tennis on the TV – I think it was Pong. It was on a friend’s TV, and we usually played it late on a Saturday night when our parents were out. And then there were Pac man, Frogger and pinball machines. But even as a kid, I was never enthusiastic about them. Playing computer or arcade games meant staying indoors, and usually, only one or two people could play at a time. I always preferred to be outside kicking the footy or swinging a bat or racquet.
For better or worse, it’s a preconception I’ve carried into adulthood, and one that I have altered and manipulated throughout my work and social experiences.
But being a child of the 1970s, I fully appreciate that there is a massive gap in my knowledge of computers/technology/games and my students’ potential expertise and understanding. It’s gap, I hope to narrow over time.

I played a number of games outlined by Greg in the LMS including “Playing Roving Reporter and Getting the Story”, “Lord of the Rings Bath Time” and “Bin The Report” on the BBC website; “Beat the Bullies” on http://www.childline.or.uk/ and Bullying Online on http://www.bullying.org/; Play the Peace Doves Game on www.nobleprize.org/educational_games/peace/nuclear_weapons/ and accepting The Anger Challenge on http://www.angriesout.com/.

I had a play with these before I realised that I had to engage in one of the few outlined in the Pam Wright folder. (I’ll look more closely at the instructions next time).

I played “Travelogue 360 Paris” at http://www.bigfishgames.com/download-games/1238/travelogue360paris/index.html
A simple game, the learner had to scour for tourist souvenirs and objects on a trip to Paris. You could do this against the clock or at your own pace. The user is required to collect souvenirs and earn passport stamps for famous Paris locations and landmarks including the Arch de Triomphe, Eiffel Tower and Champs Elysees.
The game lies within the ‘hidden-object” genre and would be suited to youngsters aged five-10. If I have to put a VELS value on it, it would be VELS 1-3.
The game covers geography and history and some learning may occur through the 3-D views and information about famous landmarks of Paris.
However, I would not recommend this computer game to assist students with history, geography or any other subject. The game is about using a mouse and keys, and searching for items within the picture – and many of the objects are not even relevant to the tourist or travel context of the game. (eg) a sink on the Eiffel Tower; a computer mouse on the shop floor of a bakery.
Although there is sporadic historical and geographical information available about the landmarks, it’s not enough to engage or entertain a learner.
There is little educational value of introducing this game to students – it is “primitive” in Prensky terms. Kids are better off playing it at home and in their own time.
As a teacher, I’d try another game.

Even though it may have been a dud game and it took a while to download the free one-hour version, computer games should not be dismissed as a form of learning.
They should be considered to assist in learning in primary schools as they can expose students to subjects and issues they may otherwise not experience or encounter.
Students can learn to develop skills such as strategic thinking, planning, group decision-making, communication, data handling and negotiation competencies that “can transfer to other social and work related users of digital technology”. And the tasks are motivational, fast, active and exploratory – and are fun. (Kirriemuir and McFarlane)

Other parts of the curriculum can encompass these ideals too. The readings reinforce that computer games are a valuable educational tool because children “learn through doing” and can “conceal the learning”. (Kirriemuir and McFarlane)
But as the authors correctly espouse, these remarks assume children don’t enjoy learning – in conventional classroom environments.

Like numeracy, literacy, social, life skills – there is definitely space for computer games in the curriculum. Their integration into the classroom should be harnessed - checked before students are allowed to use them and under the guidance of a teacher or “significant other”.

“Good learning in games is a capitalist-driven Darwinian process of selection of the fittest”, according to Paul Gee.
A few alarm bells go off in my head when I read “capitalist”, “Darwinian”, “selection of the fittest” in any text discussing video games, learning and children.
It also raises a little skepticism, and inertia – within myself – about adopting games in my classrooms.
The computer games market is massive - $30 billion says Prensky. And there is a lot of money to be made from children and the education system in computer games learning.
There is also a lot of choice in games people play. Some good … some bad … some indifferent.

My opinions and attitudes may have shifted slightly more favourably towards developing greater integration of computer games in to my primary school classroom. I believe ICT is important in the curriculum. I won’t argue that case. The research is there, and the kids enjoy and develop key skills from them.
The massive amount of games on offer has surprised and overwhelmed me, however. There are just so many out there. How do you pick the most appropriate ones?
How do you select the most appropriate games for educational purposes?
And for me, I consider that to be the biggest hurdle – to seek out games and programs and not be seduced by glitzy marketing, blurting headlines, fancy designs and false promises.
And then there are the frustrations associated with subscribing, downloading, spam, contracts, copyright, user restrictions, pop-ups, passwords and user names ….they’re bloody annoying and time consuming (and can take up valuable lesson time).

Traditional and conventional teaching methods and resources are wonderful and illuminating if we can convince our kids to appreciate them. And I’m sure many kids and teachers do. I don’t believe computer games should replace these approaches, but rather find a space among them.
And that is our challenge as teachers – to juggle the old with the new, the now with the future.