Gee, J. Learning and Games. The Ecology of Games: Connecting Youth, Games, and Learning. Edited by Katie Salen. The John D. and Catherine T. MacArthur Foundation Series on Digital Media and Learning. Cambridge, MA: The MIT Press, 2008. 21–40.
Simulations are on the rise in education. Gee presents five criteria for such activities to characterize them as learning-focused: 1) structured by specific goals; 2) interpreted; 3) providing immediate feedback; 4) opportunities to apply personal experiences; and 5) ways to learn from the experiences of others. Online gaming simulations demonstrate advanced levels of content, organization, social dynamics, and “situated learning” matrices, which allow participants to learn not just content, but context. Models are an additional topic, referring to the needs for ‘templates’ for certain situations, in order to clarify expectations and routines. One advantage to games and simulations is distributed cognition or knowledge, where the sum of the individual players is less than the collective value of the work of all, which is distinctly community-based. By working together, the group can designate specialists with particular skills and knowledge to help complete tasks that would present a challenge to others. Failure, or at least the possibility of it, is a motivating factor for learners and players because there is no guarantee of success, so the risk leads to intrigue and challenge. Emotion plays a role in the learning from the experiences in a deep-seeded manner, as well as being able to unlock that knowledge when needed.
As this is not a research study, there is no methodology to critique, however, the style of Gee’s overview is worth comment. At the outset, the author shares the characteristics with the reader, then proceeds to give detailed descriptions and examples of each so that they are clear. Once the ‘requirements’ are thoroughly discussed, an additional set of features which enhance simulations and game learning environments. Each of these is presented in detail and and linked to the framework of characteristics. Included in the article are clear explanations of activities in a variety of game environments that can be used as examples for those who are not familiar with the specifics of the game or the routines for participating.
Gee’s review creates the opportunity for clarity on game-based learning. The characteristics presented at the outset create a litmus test or checklist for games which establishes them as having potential in education. This is an asset in reviewing new possibilities for classroom content. The passages about the importance of failure and the impact of emotion were truly ‘golden nuggets’ as a reminder that clear-cut and simple should not always be an educator’s goal. When we pose challenges, we are offering students a chance to ‘cut their teeth’ on some of the work in order to emerge better as a result.
Teacher Takeaways
While tempting to create a moderate classroom with a clear path for students, introducing the option of failure into the system allows children to persevere through difficult tasks and grow as a result.
EmpowerED 