All 7 and we’ll watch them fall: video game myths
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Slaying myths of video games started as a series of articles earlier this fall but hasn’t finished discussing all 7 “myths.” Via John Rice’s Educational Games Research blog, back in October John linked to Lee Wilson’s ongoing articles in Techlearning. Lee started a series of articles that discussed the seven myths of video games, part 1 covers #1 & #2 and part 2 covers #3 - #5. Part 3 is still on it’s way.Myth #1—Games are all about twitch speed, not higher order thinking skills.There is plenty of research, articles, and books available that discuss how games apply higher order critical thinking skills. I’ve spent time discussing the information literacy value of games in addition to the critical thinking and other higher order skills as well.Myth #3—Learning elements leach all the fun out of games.While some recent educational games, like Arden, may be criticized for lacking fun, fun is possible. The danger that educational games encounter is educational content tacked onto some attempt at gameplay. Games like Revolution, focused on the game first and then on the educational content. Educational game designers who start working on the “game” first and then determine what players can learn have an advantage in creating an educational game that is fun. Games do not need to “beat players over the head” with the educational content in order for players to learn something. The potential for players to learn through the experience is something vital to the success of educational games. Bogost’s calls this learning, procedural literacy in his book Persuasive Games. Myth #4—Teachers don’t need to be involved in the game; kids can do it on their own.Educational games are still pieces of education technology and as such still should be paired with discussion, reflection, and analysis of the experience. …
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