The Blue DOT - 12: Reimagining Learning Spaces for Uncertain Times

OPINION
How Games
OPINION
Connect Us
MATTHEW FARBER, Ed.D.
Matthew Farber, Ed.D. is an Assistant
Professor of Technology, Innovation
and Pedagogy (TIP) at the University
of Northern Colorado, and cofounder
of the TIP Creativity Lab. His research
is at the intersection of game-based
learning and social emotional
learning (SEL). He studies affinity
spaces of educators who use games
in classrooms and how they afford
student agency while also teaching
skills of empathy, design thinking, and
systems thinking. He also works in
youth initiatives around game design
as a form of self-expression.
In 2018, 55% of frequent game players
reported that they played games as a way
to socially connect with friends and family
(Entertainment Software Association,
2018). As we stay home during the current
COVID-19 pandemic, that number is now
quite likely much higher.
Last spring, the World Health
Organization (WHO) partnered with
video game publishers to launch
#PlayApartTogether, an initiative
to promote social gameplay during
the lockdown. Game companies
helped spread the message of
staying home, washing hands, and
physical distancing. Shortly after its
start, the campaign gained over “4.7
billion consumer media impressions
worldwide” (Takahashi, 2020, para. 1).
In addition to online video games, many
people play board games together over
videoconferencing apps like Zoom and
Skype as a way to connect. We play to
connect with one another. It’s what makes
us human.
An Opportunity to Teach SEL
Together
When we play games together, we practice
social and emotional learning (SEL)
skills like self-regulation, goal-setting,
perspective-taking, and responsible
SEL skills with games may seem like an
elegant, silver-bullet solution to teaching
and learning. After all, games can teach,
engage, and assess. But we must be careful
not to use games as instruments, or as
educational technology tools. Games are
best thought of as shared experiences
trips where learning can be framed and
contextualized.
Like other forms of media used as
teaching tools, games have their strengths,
but also their limitations. Let’s use the
math game Slice Fractions as an example.
In the game, the goal is to help an
elephant get across the screen by slicing
fractional notations display. The game is
literally teaching fractions experientially
through cycles of play and game-based
assessment.
But something curious happened when my
10-year-old son played. When I showed
my son fractions written out on paper, he
could not solve them. He lacked context
on his own to transfer newly learned
(and seemingly mastered) skills to other
environments. However, when I showed
was better able to make connections.
Like books, film, and other
media we use in learning
contexts, games cannot
stand on their own as
teaching tools without
an educator, parent, or
caregiver to mediate
transfer of learning.
But what makes games
unique for learning is that
educators can play along
with students, teaching
them as they go!
we use in learning contexts, games
cannot stand on their own as
teaching tools without an educator,
parent, or caregiver to mediate
transfer of learning. But what
makes games unique for learning is
that educators can play along with
students, teaching them as they go!
SEL Games to
#PlayApartTogether
After playing basketball or cricket, players
(and onlookers) talk about the experience.
Many games lead to a discussion
among players, which is known as
the metagame—the conversations
around and outside of the game
itself. This is often where teachable
moments reside. This is one of the
reasons we play to connect to one
another.
Next, I share two games I use that promote
metagame conversation around SEL skills,
in particular, ethical decision-making with
perspective-taking. Using games, these two
skills can be taught in tandem, as players
ISSUE • 12
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