{"id":839,"date":"2012-10-17T09:50:08","date_gmt":"2012-10-17T16:50:08","guid":{"rendered":"https:\/\/blogs.ubc.ca\/lled368\/?page_id=839"},"modified":"2012-12-05T13:58:29","modified_gmt":"2012-12-05T20:58:29","slug":"gaming","status":"publish","type":"page","link":"https:\/\/blogs.ubc.ca\/lled368\/presentations\/gaming\/","title":{"rendered":"Gaming"},"content":{"rendered":"

Assassins and Ninjas and Bats…Oh My!<\/strong><\/p>\n

Games in the Classroom<\/strong><\/p>\n

Although, games have often been used in the classroom as a way to engage students, using video game criteria to create a new classroom layout and environment based on a fantasy-role playing game is a novel idea. We examined the\u00a0introductory chapter of\u00a0What Video Games Have to Teach Us About Learning and Literacy<\/em> by Paul Gee and his article, “Good Video Games and Good Learning.” Gee distinguished good video games as those that are programmed according to the same principles that fuel cognitive science. Good video games present high levels of challenges and are interest the player on its narrative and does not rely on sensational violence alone.<\/p>\n

Gee talked about creating a classroom environment based on gaming through the following principles:<\/p>\n

    \n
  1. Roles should be interesting and appealing<\/li>\n
  2. School texts should be interactive where the world and other people talk back<\/li>\n
  3. Students should help develop curriculum<\/li>\n
  4. Schools should allow students to take more risks, exploration, and learn from failure<\/li>\n
  5. Real intersections between curriculum and students interests, desires, learning styles<\/li>\n
  6. Students should have more agency in their learning<\/li>\n
  7. Give students who need challenge the opportunity, poor students make more connections<\/li>\n
  8. Information should be on demand when students need it and want it and can make good use of it<\/li>\n
  9. Situate ideas in different contexts<\/li>\n
  10. Feel challenged and highly motivated<\/li>\n
  11. Think about how their actions affect others<\/li>\n
  12. Re-conceive goals<\/li>\n
  13. Bring own skills and use them<\/li>\n
  14. Working and collaborating with others<\/li>\n<\/ol>\n

    Although, we disagreed with some of Gee’s points, such as his assumption that all children play and enjoy playing fantasy-role playing games which was disputed when we interviewed some students from high school and they revealed that their favourite game to Call of Duty<\/em> – a highly violent game, with minimal fantasy elements. However, Gee’s principles for creating a good classroom environment to engage students does seem viable, especially considering that most students are gamers – whether or not they play fantasy<\/em> role-playing games specifically.<\/p>\n

    The\u00a0Ministry of Education defines\u00a0certain\u00a0prescribed learning outcomes for grade 8\u00a0that can be applied to a lesson around video games\u00a0as follows:<\/p>\n

    A3 listen to comprehend, interpret, and evaluate ideas and information from a variety of texts , considering
    \n\u2013 purpose
    \n\u2013 messages
    \n\u2013 tone
    \n\u2013 structure
    \n\u2013 effects and impact
    \n\u2013 bias<\/p>\n

    A4 select and use a range of strategies to interact and collaborate with others in pairs and groups, including
    \n\u2013 selecting methods for working together effectively
    \n\u2013 listening actively
    \n\u2013 contributing ideas and recognizing the ideas of others
    \n\u2013 demonstrating awareness of diverse points of view
    \n\u2013 reaching consensus<\/p>\n

    A5 select and use a range of strategies to prepare oral communications, including
    \n\u2013 interpreting a task and setting a purpose
    \n\u2013 considering audience
    \n\u2013 generating ideas
    \n\u2013 making connections among relevant knowledge and experiences
    \n\u2013 planning and rehearsing presentations<\/p>\n

    B7 after reading and viewing, select and use a range of strategies to extend and confirm meaning, including
    \n\u2013 responding to text
    \n\u2013 asking questions
    \n\u2013 reviewing text and purpose for reading
    \n\u2013 making inferences and drawing conclusions
    \n\u2013 summarizing, synthesizing , and applying ideas<\/p>\n

    B12 recognize and explain how structures and features of text shape readers\u2019 and viewers\u2019 construction of meaning, including
    \n\u2013 form and genre
    \n\u2013 functions of text
    \n\u2013 literary elements
    \n\u2013 literary devices
    \n\u2013 use of language
    \n\u2013 non-fiction elements
    \n\u2013 visual\/artistic devices<\/p>\n

    Many video games that students play can be critiqued the same way as a traditional text, since most video games will have a narrative component. Likewise, video games are a great way to ntroduce students to literature. The Hobbit<\/em>, a novel taught at the grade 10 level, has many different video game interpretations of\u00a0its events. Moreover, for students who like video games but may be hesitant to read a novel, role-playing novels are another alternative.<\/p>\n

    And for your learning pleasure, here is a sample lesson plan and the powerpoint slides from our presentation as well as the Jeopardy template:<\/p>\n

    Gaming Lesson Plan<\/a><\/p>\n

    Games in the Classroom slides<\/a><\/p>\n

    Jeopardy<\/a><\/p>\n

    Works Cited:<\/strong><\/p>\n

    Gee, J. P. “Good Video Games and Good Learning.” Phi Kappa Phi Forum<\/em>, 85.2 (2005): 33- 37. Web.<\/p>\n

    Gee, J.P. “Introduction.” What video games have to teach us about learning and literacy<\/em>. New York: Palgrave\/Macmillan, 2007. 1-12. Print. 21 Nov. 2012.<\/p>\n

    Quizlet. (2007). All literary devices<\/em>. Retrieved from http:\/\/quizlet.com\/11335\/all-literary-devices-flash-cards\/<\/p>\n

    Ted Talks. (2012, April 24). Classroom game design: Paul Andersen at TEDxBozeman. Retrieved from\u00a0https:\/\/www.youtube.com\/watch?v=4qlYGX0H6Ec<\/p>\n

    Ubisoft. (2012, June 4). Assassin’s creed 3 official trailer. Retrieved from https:\/\/www.youtube.com\/watch?v=-pUhraVG7Ow<\/p>\n","protected":false},"excerpt":{"rendered":"

    Assassins and Ninjas and Bats…Oh My! Games in the Classroom Although, games have often been used in the classroom as a way to engage students, using video game criteria to create a new classroom layout and environment based on a fantasy-role playing game is a novel idea. We examined the\u00a0introductory chapter of\u00a0What Video Games Have […]<\/p>\n","protected":false},"author":473,"featured_media":0,"parent":65,"menu_order":0,"comment_status":"open","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-839","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/lled368\/wp-json\/wp\/v2\/pages\/839","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/lled368\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/lled368\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/lled368\/wp-json\/wp\/v2\/users\/473"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/lled368\/wp-json\/wp\/v2\/comments?post=839"}],"version-history":[{"count":6,"href":"https:\/\/blogs.ubc.ca\/lled368\/wp-json\/wp\/v2\/pages\/839\/revisions"}],"predecessor-version":[{"id":1259,"href":"https:\/\/blogs.ubc.ca\/lled368\/wp-json\/wp\/v2\/pages\/839\/revisions\/1259"}],"up":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/lled368\/wp-json\/wp\/v2\/pages\/65"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/lled368\/wp-json\/wp\/v2\/media?parent=839"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}