Gaming Trends

Classrooms have changed dramatically from the One Room Schoolhouse to the technology driven schools we see now.  When I began teaching, about 5 years ago, I began in a building that still had the bells outside the classroom, overhead projectors that used transparencies, a boxed television in the corner, a VCR, and 1 computer for the entire classroom.  I now teach in a classroom that has a projector that streams from my computer and any device, 5 computers, an apple TV, a Starboard, an iPad, and my students bring their own devices to connect to our network.  In just my 5 years of teaching I have seen a huge change with technology use in the classroom.  This also goes for games in the classroom.  During my first years I allowed my students to play board games to interact and now with all the new technology in the classroom there is now unlimited access to digital games.

In the year 2030 I believe we will see classrooms that will use simulations, games, and augmented reality to foster and guide teaching and learning.  Times are changing and they are changing fast, just as fast as the minds of our students are. The Horizon Report K12 (2010) mentions, “The three most recent cohorts of children — those born in the early 1980s, the early 1990s, and the early 2000s — have grown up in a world where digital games have always been an important part of their lives.” (p. 17) With students growing up with games and digital resources around them we are going to have to build our classrooms to meet their needs. 

In the year 2030 I imagine students wanting to be engaged, wanting to be challenged, and wanting to interact with others more than ever.  Currently, students want to interact with their learning.  The Horizon Report K12 (2012) mentions, “Students are engaged because they are motivated to do better, to get to the next level, and ultimately, to succeed.” (p. 19) Students want to feel accomplished and want to feel good about their achievements. McGonigal (2011) states, “Games make us happy because they are hard work that we choose for ourselves, and it turns out that nothing makes us happier than good, hard work.” (p. 30) After learning about the many games that make a difference in the world why wouldn’t we change our direction to game base learning and allowing students to make that difference?  Students can problem solve through situations, collaborate with others, and use higher level thinking skills to solve real life problems. I also see students using simulations to do learn digitally rather than reading information in a book.  As I researched educational simulations I found a large amount that students can really learn and benefit from.  I then began wondering why we do not use more of these rather than having our students read information from textbooks. 

As educators begin to learn more about the benefits of game based learning we will begin to see more games being used in the classroom.  Just as educators began to realize the benefits of technology in the classroom they will build on these benefits to include more games and simulations.  Just as I had noticed the increase in my district with technology use over the past 5 years think of the possibilities in the next 16 years!  As I watched the video Are Games Better Than Life? By David Perry I was amazed in the changes we have made since I was in school.  The technological advances that were made and now used at home and in the classrooms are just phenomenal.  We will begin to see the changes with gaming in the classroom as well.  We will begin to notice the true benefits of learning using games, the classroom will be transformed into the game based learning the students are already using in their everyday lives.  Now it is just up to schools districts to provide the professional development needed to show these benefits and to start changing the way students are learning.

Johnson, L., Smith, R., Levine, A., and Haywood, K., (2010). 2010 Horizon Report: K-12 Edition. Austin, Texas: The New Media Consortium.

Johnson, L., Adams, S., and Cummins, M. (2012). NMC Horizon Report: 2012 K-12 Edition. Austin, Texas: The New Media Consortium.

McGonigal, J. (2011). Reality is Broken. New York: Penguin Group.

Simulations

Operate Now: Dental Surgery

http://www.y8.com/games/operate_now_dental_surgery

This game simulates dental surgery procedures.  I went through the process of replacing a tooth by extracting it, drilling a hole and inserting a screw, creating a mold, inserting a new prosthetic tooth and then suturing it up.  I was instructed on what tools to use and where to use them.  I thought the game was pretty interesting to actually see the step-by-step procedure of such a surgery.  Once the procedure was done I had the option to complete more surgeries as a professional doctor or as an intern.  I think this would be a good simulation for someone interested in dental hygiene, dental assistance, or even to become a dentist.  The terminology given throughout the game can be very beneficial with learning especially when you have the simulation to relate the terms to.  I think this would also be educational to people who actually have to get the procedure done, I would like to see what is going to be done before it is actually done.

Drivers Education

http://www.learn4good.com/games/simulation/driverseducation.htm

Drivers education teaches students the correct rules to driving.  Students can select which lessons they would like to practice before taking the driving test.  If you do the wrong thing, such as going out of turn at a four way stop, the instructor will correct you and let you know the correct thing to do.  During the driving test you get two warnings before you fail the test.  During my driving test I was supposed to park my car and instead I kept driving and automatically failed my test.  I tried the test again and this time slightly pulled up on the sidewalk and got my first warning.   I think this would be a good simulation to understand the rules of driving.  However, I feel you definitely need the actual practice to become a good driver.  Controlling a car with a keyboard and actually maneuvering a car are two different things.

EXTRA:

http://www.nasa.gov/audience/foreducators/spacesuits/simulation/sim_ESS-STS125_508.html

NASA Spacewalks- I thought this was very interesting but was unable to open it because I do not have a PC.  However, students are able to complete spacewalk missions to fix telescopes in space. This may be something work looking at! J

http://www.eduplace.com/kids/hmsc/content/simulation/

Goes with science units for elementary students in grades K-6.  I am not sure how much of a relation it has to "simulations" but the topics are very informative.  

http://socialstudiescentral.com/?q=content/online-interactive-simulations

Social Studies simulations-  I only quickly browsed the site but did notice a settlement simulation that would be great for 4th and 5th grade social studies standards.  I wanted to add these few links to explore more at a later time.  They seem like they can be very useful...let's just hope my school computer does not have these blocked! :)

Virtual Worlds

A picture of me sitting on my object, a ball.  The Avatar does not directly look at the camera in front view.

Some of my main challenges while exploring SL were navigating my avatar and getting the system to cooperate on my computer, it was running very slow.  I also had difficulty saving the image, I had to restart SL to actually save the image.  My image was different the first time I took it.  The "governor" deleted the object after so much time.  

The major benefits of VR are the communication that is encountered even though in some worlds it is not language you would like students to encounter.  I also think VR gives students a challenge that they must figure out and work through.  In just the short amount of time I played I experimented with the different buttons, explored new worlds, created based on my imagination, and figured out some new things that may help in future exploring.  Antonacci and Modaress (2008) explain, "Students engaged in educational games and simulations are interpreting, analyzing, discovering, evaluating, acting, and problem solving."  (p. 116)  Students are given a world where they are free to create their own lives that requires critical thinking and creativity.  They are interpreting their new world while discovering new things and evaluating what steps to take next and how to accomplish new things.  Communicating with others is a benefit because others can help with your VR experience.  As I explored other virtual reality worlds I noticed there were also virtual classrooms, who wouldn't want to learn and communicate with others from around the world?

Some issues associated with VR are lack of privacy and compatibility of computers with the software. Pridmore and Overocker (2014) wrote about privacy issues in virtual worlds within the US, the journal mentioned virtual worlds being able to record everything you do, where you visit, what you have said, facial expressions, and so much more. (p. 3)  I believe privacy is a big issue when it comes to students and education.  Students will share information that they may not know could hurt them.  I understand that you must educate students but I feel even most adults are not properly educated on what should be shared on social networking or social games.  Another downfall with VR is the amount of space it uses on computers.  If VR was one of the only things you were going to be using on your computer and your computer held a lot of space then in would be ok.  After installing SL on my computer everything began running slower and then I was unable to save a picture to my desktop because I ran out of space on my computer.  The game then started malfunctioning and I had to force it to close because everything started going crazy and my computer completely froze.  I would have to say I got frustrated and was ready to just give up but I tried again and restarted everything.  If students were to encounter this problem I could see how it would not be worth their time to even begin exploring. 

Antonacci, D.M. & Modaress, N. (2008). Envisioning the Educational Possibilities of User-Created Virtual Worlds. AACE Journal, 16(2), 115-126. Chesapeake, VA: AACE.

Pridmore, J., & Overocker, J. (2014). Privacy in Virtual Worlds: A US Perspective. Journal For Virtual Worlds Research, 7(1). doi:10.4101/jvwr.v7i1.7067

Fix 14

Taking a long view

When playing Settlers you have to think about the outcome of your actions in the future.  You can’t use all your licenses trying to create pinewood when you will need more licenses to build other buildings to produce other resources.  You also have to think about what your building and what resources will be used to produce items using these buildings.  For example, I built 6 coking plants because I was in the red with coal.  However, I did not think about my pinewood production when I built all the coking plants.  I was not looking into the long-term effects one change may have.  I can relate this to personal growth by thinking about changes I make in life.  One wrong decision can have a negative effect on my future.  Therefore decisions need to be thought out thoroughly in which multiple outcomes are foreseen.

Ecosystems thinking

Ecosystem thinking is similar to taking a long view.  You have to think how one change is going to affect the rest of what you have created.  In playing Settlers I have come to realize everything depends on everything.  I also came to the realization that everything needs to be rationed correctly to create a “green” functioning production system.  In life, everything is also a “complex web of interconnected, interdependent parts.” (McGonigal 2011, p. 239)  One change or one decision can change the whole web that is already created.

Pilot experimentation

When I added more coking plants to my settlement I was taking the chance in experimenting with my production to see what the outcome may be and if it may be the best outcome.  I have experimented with many things on my settlement to make my settlement better or in some cases worse.  I have built another mill and bakery to create more bread only to pause the production because I was using too much wheat.  I have leveled up by bronze weaponsmith to have more bronze swords only to run out of bronze bars constantly.  I leveled up two iron smelters only to run out of coal and iron.  My many experiments, or “…small tests of different strategies and solutions…” (p. 240) as what McGonigal (2011) would say, have helped me and hurt me on my settlement but I have learned from each test.  In life you “test” many different things before you know what really works for you.  I have worked different jobs, tried new workout routines, and change my direction in teaching as tests in life.  Everything is not successful and will never be but it doesn’t mean you should stop trying and experimenting in life.

These skills teach individuals to take chances and expect failure to only learn more.  Just like the game World Without Oil (WWO) that McGonigal (2011) mentions, you prepare for a world with limited supplies of oil.  You change your lifestyle to adjust to a life without oil. The changes can benefit you to live with limited supplies or you learn that there are things you just can’t live without.  You then learn to ration the use of oil to things you feel are more important and you learn to live that way. (p. 243-254) 

This kind of gaming experience and skill learning can be used in an educational context by allowing the students to encounter chance and failure.  It can empower people by building confidence that they can make a difference.  As I was reading Chapter 14 I couldn’t help but think of the many games that help others like the rice game Free Rice, Foldit, and the many other games for change.  I thought about how my little actions in those games can change big things in our world.  These educational experiences can change the outlook on life for students of all ages.  I believe children have the mindset that they can be anything, do anything, and change anything.  Why not keep this mindset through the use of games where they are continuously making that difference? 

The first most memorable concept from McGonigal’s book is the benefits of socializing while gaming.  I have learned so much more after I began socializing.  I created more, built more, and was more successful after socializing.  The next memorable concept is the sense of community in games.  I mentioned the guild I joined multiple times in my blog and I continue to mention them because I have felt so connected to the community I am a part of.  Everything they have done has helped me become a better “gamer” and has improved my understanding of Settlers so much more.  The last most memorable includes two of McGonigal’s concepts, I have experienced fiero by leveling up and achieving things I never knew I could achieve but this was done in part with accepting failure as something that can be positive.  I failed many times in the game and have felt defeated but I kept trying.  The feelings I got when I finally figured it out, the time I had the “ah-ha” moments, was the best feelings in the world!  I wanted to do more and get farther and I felt like I could do it all and more in those moments.  Overall, the book itself will be memorable as I find new games to include in my classroom.



McGonigal, J. (2011). Reality is Broken. New York: Penguin Group.

Fix 13

Ten Thousand Hours Collaborating

The game Settlers provides many opportunities for collaboration amongst players.  I noticed the strong community amongst Settler players when I had to interview a player at level 25 or higher.  My person I chose was playing the game mostly to help others improve and reach goals that he had already achieved.  He works with others on a daily basis, a minimum of 8 hours, to make sure others are as successful as him. 

Today I also encountered a great opportunity for collaboration when I completed an adventure with 2 other players.  In this adventure their was a mutual regard that each will put in the work to complete the adventure.  McGonigal (2011) mentions mutual regard as putting in your best effort with respect of other players and still encountering a challenge. (p. 216) Upon completion we each received our rewards and completed the challenge.  I, however, did learn something new when I completed the adventure.  I learned to never “claim” the adventure if you are invited to the adventure.  Luckily, I have guild members who understand that completing things are a learning process.  I am learning to establish the common ground that McGonigal mentions. In completing the adventure together we were also in co-op mode in which we “…work together to defeat an AI opponent to increase each other’s scores, rather than competing against each other.” (McGonigal 2011, p. 219) This is what I like most about Settlers; we are all working together to help each other achieve more instead of working against each other. One of my most achievable rewards I received so far in the game is the “Dark Castle”.  When I first started playing I visited other peoples settlements to see how far they were and the first thing I noticed was the dark castles and wondered how much I would have to work to get one of them (not knowing what it was for).  I finally got one and am very excited about it!! J

I have also defeated sector 8 and 6 because of my guild members.  I had a few of my guild members ask me what I needed to build my army to defeat these sectors.  After giving me these resources they then gave me more to “level up” my most valuable buildings.  I would not have gotten as far as I have without the help of others and this is something that I greatly appreciate. The people who helped me I would say function under the term emergensight.  McGonigal (2011) mentions emergensight as being, “…the ability to thrive in chaotic collaborative environment.” (p. 224) I was recently watching a conversation a few guild members were having.  They were discussing their colors of production and mentioned using math when figuring out the perfect production.  They then mentioned not being able to tolerate having red at all.  I then began to think about their mental use of maintaining a “green” level of production along with completing adventures and helping lower level guild members.  Their world to me seems like it is chaotic, especially because I struggle to maintain green production levels and nothing else.

Overall, I think Settlers would not be a successful game if it weren’t for the collaborating aspect. Even if you are not communicating with others to reach higher levels you may still be reading forums and other resources that were made to help people.  You are still in a way using collaborative tools that were meant to help you succeed.  I know I made it this far with the help of others and would not have reach the level I am at without the help.


McGonigal, J. (2011). Reality is Broken. New York: Penguin Group.