Venturing Into Games

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Games are among the oldest forms of entertainment in the world. In addition to sporting games, board games, and social games, newer kinds of video and computer-based games can be used to support meaningful learning in classrooms. In this brief section, we describe how different kinds of computer games can be used in classrooms.

Among the oldest forms of computer-based educational games are quiz games, where quizzes are embedded in a quiz show context. For example, Games2Train (http://www.games2train.com/games) produces a game maker called Pick-it! for teachers to construct quiz games. The game maker resembles the television quiz show Jeopardy, allowing game players to select topics and values and play against others. The degree of meaningfulness of the learning from these games depends on the nature of the responses that are required. More often than not, quiz games require only memorization performance. While memorization of domain content may be important, these games do not readily engage students in deeper-level, meaningful learning activities (e.g., application and synthesis).

More complex games, such as the different versions of Sid Meier’s Civilization (http://simcity.ea.com/), engage students in complex problem solving while trying to manage their civilization. Students can select different civilizations to explore, from Sumerians to the mystical Mayans. In the game, students can map the world using satellite images. They can form armies and attack other civilizations or forge alliances with them. They can choose the form of government they wish to impose on their civilization (e.g., fascism, feudalism, tribal council, or imperialism). They can also use a well-developed trade system to manage resources, trade routes, and the spread of technology.  Civilization is obviously appropriate for social studies classes in which the teacher wants students to understand the political, military, social, cultural, and historical complexities of the world.

Games, especially complex, interactive games such as Civilization interactive, can engage learners in very meaningful learning. Gee (2003) has identified a number of principles that underlie modern game design that can teach us a lot about learning. We list some of them here.

Active, Critical Learning Principle

All aspects of the learning environment (including the ways in which the domain is designed and presented) are set up to encourage active and critical, not passive, learning.

Semiotic Domains Principle

Learning involves mastering, at some level, semiotic domains and being able to participate, at some level, in the affinity group or groups connected to them.

“Psychosocial Moratorium” Principle

Learners can take risks in a space where real-world consequences are lowered.

Committed Learning Principle

Learners participate in an extended engagement (lots of effort and practice) as extensions of their real-world identities in relation to a virtual identity to which they feel some commitment and a virtual world that they find compelling.