Plugged into learning
Education researcher sees role for video games in the classroom
By Michelle Cook
Conventional wisdom is that computer games—with their graphic violence—are bad for young minds. But a University of Calgary student researcher believes teachers could pick up some hot tips from Super Mario Brothers and The Sims on how to help their students learn.
In fact, Katrin Becker, a PhD candidate in the Faculty of Education, says more teachers should be using computer games in the classroom.
“Many best-selling computer games already incorporate sound pedagogy even if the designers didn’t intend them to,” says Becker, BSc’81, MSc’83. “They are successful at helping people learn what they need to do to win the game, or at least remain engaged enough to keep playing.”
The main lesson the gaming world offers educators, she says, is that learning is fun when it’s challenging and intellectually stimulating.
Computer games designed for non-entertainment purposes are a growing sector of the $10-billion-a-year industry. Corporations, the health-care industry and the military have picked up on the potential of digital game-based learning tools, but K-12 educators, with few exceptions, have been slow to adopt them.
For her study, Becker matched existing pedagogy to commercial hits like Super Mario Brothers and popular educational titles like Carmen Sandiego and Oregon Trail to identify the elements needed to design good games for learning.
She is convinced it is not only possible to develop games for classroom use but that it is essential if teachers are going to connect successfully with their students.
“As more young people grow up with digital games as one of their primary forms of entertainment, teachers need to become familiar with this genre,” says Becker, a former computer science instructor with 27 years of experience teaching university students to program.
Becker found the same things that make a game good also make for good learning. The most successful commercial titles are hands-on, encourage inquiry, demand interaction from players and provide them with an opportunity to apply and hone their skills. They also force players to strategize and make decisions.
“With games, you learn through experience; you keep trying and you can’t win unless you take risks. They show you there are consequences to your actions,” Becker says. “With games, kids learn that failure isn’t bad. You can push the re-set button and start again. It’s how you learn.”
Becker admits there are obstacles to bringing computer games into the classroom. Teachers need to be taught how to design good games that tie into the curriculum. And the cost of developing games is far beyond most school board budgets.
When Becker canvassed teachers, she found they felt games were too frivolous to be part of real learning. They, and many parents, also view video games as “the villain”—much like TV was considered in previous generations.
She hopes attitudes will change as more parents become gamers, and more gamers become parents. Until then, one of her research goals is to get games viewed more critically.
“Some games have a place in education; some don’t. I’d like people to think about games and technology as a medium like film or books, as opposed to a toy.”