Brock delivers his seminar

“Ok, it’s time to submit your school reports. Did everyone play Mario Kart at the weekend? Good. Let’s begin with group discussion, what is the premise and objective of the game?”
This may sound a little strange but for one Minneapolis teacher video games have become learning tools for his class of sixth to eighth graders. Brock Dubbels of Seward Montessori in Minneapolis designed his ‘Video Games as Learning Tools’ class to span a three week period, requiring children to create detailed multimedia presentations from video games played in groups. He explains that the children are not just learning from the games content but also gaining key skills from playing and studying the games. Dubbels, who has a background in cognitive psychology, goes on to say “It connects to their lives. Research shows that children want to perform where they have competence.” Brock Dubbels spreads the word with training seminars and online courses designed to show other teachers how his three week course works.

The children split up into groups and play video games. They take notes whilst playing, with the goal being to explain how the game is played, how a player might win and how the game is designed. It is said to be a modern version of a book report. But is this new take on the rising popularity of video games a healthy and positive attitude? Or will it just teach children that they can just goof around playing video games and call it learning? Is it even new?

The Beginning

Ralph H. Baer's prototype Television Gaming and Training Apparatus

In 1968 Ralph H. Baer submitted a patent for a ‘Television gaming and training apparatus’. The patent reads “for the purpose of training simulation, for playing games, and for engaging in other activities by one or more participants.” (segment)

Commonly referred to as the ‘Father of video games’, Ralph H. Baer is a WWII veteran who began work as a television engineer in 1951. He saw the potential for television to become more than a passive device and to become an interactive medium. In 1966 he began his research into what has become a lasting legacy. During the design phase he devised categories for his home video gaming system: Action, Sports, Puzzle and Instructional. His prototype machine which came to be known as the brown box, was not just designed for interactive entertainment but for education and training also. It was touted as able to improve coordination between hand and eye, improve numeracy, and problem solving skills. A company called Magnavox saw Baer’s technology in 1971 and purchased the patents. As a result, the creation of the first games console was realized. 1972 saw the launch of the Magnavox odyssey. Marketed with 12 available games, it was way ahead of its time. Created for entertainment and education as it was, it appears things have come full circle.

Present Day

Nintendo. Old and new

With Nintendo pioneering the videogame revolution with the hugely popular Wii and DS consoles, the software developers are creating games and software programs designed to train the body and mind. Titles such as Brain Training, Wii Sports, My Word Coach, Sight Training and the recent EA sports title EA Sports Active have all been well received and successfully changed the face of modern video gaming into a widely accepted medium. They give people the opportunity to develop and learn new skills in their own home and be active and healthy whilst doing so. Does this mean, however, that video games deserve a place in the classrooms?

School is a Place to Learn

In schools, children are often required to read modern or classic literature and to demonstrate their understanding and ability to absorb information by delivering a written or verbal report detailing specified subject matter. A mainstay of education for decades, this has been a tried and tested method of teaching and evaluating. So what is it that has changed that now requires video games to be played in classes in order to educate our children? Is this likely to be constructive towards building a better future? Are these children being equipped for life in the world beyond school that awaits them? Those opposing the idea would argue that children are going to leave school believing that they can ‘play’ their way through life too. It could be seen as pandering to the children or that the education system is desperately reaching for something to save it. In some extreme cases it could be feeding addictions among young children who may become obsessed with gaming. Such concerns must be given serious attention if this venture is to maintain any credibility.

On the other hand, perhaps this is the beginning of an evolving education system that has accepted technology as a useful tool to enhance the learning experience and stimulate children into being more involved in their classes. It is something that they can connect with on a very real level. Gaming is present in their lives, vivid and tangible. Studying and writing reports about video games is not going to replace literature, just as Wii sports is not likely to replace Gym class, but it can add a new perspective to exploring the written word. Evaluating video games requires a different style of evaluation and writing and encourages more exploration of personal involvement with the subject matter. While a good book can draw you into to the story and create entire worlds in the reader’s head, the experience may be largely passive. Video games puts the player into the story. Becoming the lead character whom the story unfolds around, making the choices of where to go, what to do and how to do it. Whether embroiled in the fantasy tale of ‘The Legend of Zelda’ or the cerebral sci-fi action hit ‘Metroid Prime’ or even ‘Tiger Woods Golf’ and ‘NBA’. The player is in the story to experience it first hand instead of through the eyes of another. The benefits are clear, whether they are appropriate in a school environment a topic for debate.

Video Games as Learning Tools

The class devised by dubbels requires children to work co-operatively in groups in order to achieve their goal. The analysis is complex and in depth, the level of skill necessary, not only to successfully navigate the game but to create the presentation and deliver it upon completion, is high. There are technical skills required as well as writing skills and a level of comprehension needed in order to understand the elements of a detailed analysis. Dubbels slideshows are far from simple.

· Try an example: Snakes and Ladders:

· What are the elements of this game?

· What makes the play emergent?

· Is the game non-linear?

These three questions are, of course, only a small part of the whole project.

LittleBigPlanets physics and level creation

inspire imagination, learning, and creativity.

And it's massive fun!

These discussion criteria are for a board game and, while the principle is the same for any type of game, the complexities of the analysis will increase with the complexities of the game. The creation and development of the games is yet another aspect of the analysis. There are many other academic competencies involved here including advanced comprehension, analysis, practical and technical writing, communication, pattern recognition, decoding and information gathering. Further to the academic benefits are the behavioural and social benefits. Play is essential to learning for children and central to cooperative behaviour, we all engaged in role play as kids. Our parents gave us educational toys to play with helping us to develop basic skills safe in the knowledge that skills learned during play are essential to later adult social development. An organizing principle that can create a foundation for social attitudes beyond school, clearly this does have a place in education where one of the purposes of schooling is to prepare children for life.

It’s a Fine Line

There is a balance achieved by this method of learning, one which is intentionally devised to include work and play. These two activities overlap each other, each one including an element of the other at specific points. The saying goes ‘All work and no play make’s Jack a dull boy’ and it is more factual than most will assume. When work and play are combined in a learning environment, learning not only becomes fun but is more effective. Learning through play as children is already well established. To continue this method into comprehensive schooling can only further develop children’s social awareness and make them better learners. Just as parents did when they gave their children educational toys to play with as infants, when a parent gives their child a games console they can be encouraging further learning, even if they are unaware of the benefits. Moderation and observation however is necessary. Ensuring the games that are played are appropriate for the child such as not allowing a 10 year old boy to play 18 certificate titles, this may be obvious but is often neglected.

Children like to perform where they have competence and to quote Brock Dubbels “You can take the play out of learning, but you cannot take the learning out of play”. Let this be encouraged. There are many superb video games available that have positive educational qualities. The industry is truly making a mark on the world, on our way of life and now on the way we can educate our children. So the next time you turn on your games console, pay attention you just might learn something.

For more information about Brock Dubbels: http://brockdubbels.efoliomn2.com/

http://vgalt.com/

References:

http://www.startribune.com/lifestyle/45874172.html?elr=KArksUUUU

http://www.freepatentsonline.com/3728480.html

http://www.ralphbaer.com/

http://www.easportsactive.com/home.action

http://www.webenglishteacher.com/bookreports.html

http://uk.ds.ign.com/articles/992/992915p1.html

http://www.thesite.org/workandstudy/working/workinglife/worklifebalance

http://www.montessoritraining.blogspot.com/2009/02/all-work-and-no-play.html

http://www.montessori-intl.org/philosophy.html