Video Discussion - Gaming

Transcript: Gaming in the classroom can both enhance and hinder learning. One positive effect of gaming in the classroom is simulations. They have been widely used in classrooms and are thought to accomplish learning objectives by “providing realistic, but controlled, environments in which students are guided only by implicit rules” (Druckman & Ebner, 2007). Through simulation, students are taught key concepts and technical skills. One way that gaming can be negative in the classrooms is it does “not provide opportunities to engage players in deliberative decision making on contemporary issues or to apply concepts from the game world to their role as citizens in training” (Stoddard et al., 2016). One way that gaming could be productive in the classroom is by using it as a way that “students can engage in analysis and critical thinking about gaming as text and literacy, such as writing about actions taken during video game play“ (Beavis, 2014). Gaming can become inappropriate in the instructional setting when the focus is taken off of learning and put solely on winning a game. References: Beavis, C. (2014). Games as Text, Games as Action. Journal of Adolescent & Adult Literacy, 57(6), 433-439. https://doi.org/10.1002/jaal.275Links to an external site. Druckman, D., & Ebner, N. (2007). Onstage or behind the scenes? Relative learning benefits of simulation role-play and design. Simulation & Gaming. https://doi.org/10.1177/1046878107311377Links to an external site. Stoddard, J. , Banks, A. M. , Nemacheck, C. , Wenska, E. (2016). The Challenges of Gaming for Democratic Education: The Case of iCivics. Democracy and Education, 24 (2), Article 2. https://democracyeducationjournal.org/home/vol24/iss2/2