My interview with Dude11 revealed that he
loves to play the video game, Minecraft.
Not only that but he uses YouTube and cheat sites to learn as much about this
game as he can to improve his performance and success. He even purchases print based texts to deepen his
knowledge and understanding of the game. It got me thinking of the educational
value of Minecraft and how it could be used as a tool for learning? This game
was obviously engaging Dude 11 in ways beyond the game itself to further his
skills and knowledge of the game. But on the flipside I find myself wondering
if it would be an invasion of a child’s own space, one that is for the world
outside of school only. What if the enjoyment he derives from playing the video
game, Minecraft, is cruelled, because we have used it as a teaching tool in the
classroom? Would we, the educators, be overstepping the mark and taking away
some last bits of fun and excitement, reserved for home time.
The following clip from the Idea Channel,
created by America’s Public Broadcasting Service Digital Studios for YouTube,
promotes the educational value of Minecraft and raises some interesting,
thought-provoking questions for educators (2013).
The Idea Channel’s host, Mike Rugnetta,
asserts that the value of Minecraft is that it is a fun, inexpensive video game
that promotes many of the characteristics that we want to develop in 21st
Century learners. It can be collaborative, engaging, allows for creative
thinking and problem solving, enables students to be in charge of their own
challenges and differentiates for the diversity of learners (2013). The difference between this game and other games is that it can be specialised to cater for a variety of learning and teaching situations and can be used across a variety of subject areas. Rugnetta states that despite the problems associated with cost to schools and technological issues of implementation, video games will be and should be used in schools. However he also asks the question, how far we should go in blurring the lines between entertainment
and education and therefore, how far should we go in using video games in education?
At my school we have used Minecraft Edu to provide for an extension group of 'gifted and talented' students. The program has been used as an optional club-type activity for students to attend if they have an interest in this area. The students are given some direction to create for a particular purpose and encouraged to collaborate together to solve problems and create innovative worlds. Mostly, those students taking up the offer, use Minecraft out of school and have joined to further their interest and learn from one another. An unexpected outcome of this initiative, is the discovery of some students who demonstrate higher-order thinking skills to problem solve quite complex situations. These students do not normally demonstrate these skills and are quite often less likely to complete tasks or demonstrate enthusiasm for more traditional tasks. However the use of Minecraft in this program has been limited and to be able to draw conclusions about the educational benefits is also limited. The students certainly did not view the use of Minecraft at school, as an intrusion on their out-of-school entertainment, however it was not used extensively to draw any further conclusions.
Williamson, makes the point that games are a major part of many young people's lives already and that their power as an educational tool is undeniable (2009). However I'm not convinced that we, as educators, are ready to adopt video games into our educational practice, simply because they are engaging and develop ICT skills and higher-order thinking skills. I believe that we would need to be clear about why we are using the game and how it fits with curriculum intentions. Undeniably there are educational advantages in playing Minecraft, whether inside or outside of school. We need to be aware of what our students are capable of doing in these gaming spaces and ensure that we are providing opportunities for the use and development of high-order thinking skills.
As a result of this blog post, the use of video games as an educational tool is something that I would like to explore further.
As a result of this blog post, the use of video games as an educational tool is something that I would like to explore further.
Reference List
America’s Public Broadcasting Service Digital Studios (2013).
Is Minecraft the Ultimate Educational Tool? (video: 5 mins 56 sec). https://www.youtube.com/watch?v=RI0BN5AWOe8
Williamson, Ben (2009). Computer games,
schools and young people: a report for educators on using games for learning.
Futurelab, UK. http://archive.futurelab.org.uk/resources/documents/project_reports/becta/Games_and_Learning_educators_report.pdf
I love your conclusion that we need to be very careful about how we use games in the classroom. From my experience, mostly junior high school, kids are very quick to dismiss something if it being pushed upon them. There is also the fact that some teacher may not know how to use games to achieve real educational outcomes. In these cases games may become a tokenistic “oh look, I can use ICT in the classroom” that does not have any real benefit for students.
ReplyDeleteI have watched the video previously and have managed to get a copy of McGonigal’s “Reality is Broken” which is cited in the video. I think that her idea of schools no longer using games in the classroom but actually becoming games has some merit. While I don’t expect to see it adopted everywhere I think this sort of gamification of education could be valuable especially for students who are isolated from a traditional classroom.