Education for a Digital World Advice, Guidelines and Effective Practice from Around Globe, 2008a

23 – Computer-Based Games for Learning
Clearly a key question in selecting or designing a
game is how well it fits with the objectives you have in
mind. Here are some factors to keep in mind when relating
a game to your learning objectives:
• Cognitive objectives: Factual knowledge can be
readily learned through frame games (e.g., questionand-answer-based
Jeopardy, or a Concentration-style
matching game) or through solving puzzles (possible
with external searching for information) as part of
quest games. Simulations or adventure games can require
factual knowledge to solve problems or make
decisions; procedural and strategic knowledge related
to system interactions, as well as problem-solving
skills, can also be major simulation game outcomes.
In these situations it is important to see that simulation
models are realistic and match (or do not conflict
with) your objectives in using the game.
• Affective objectives: Games are often promoted as
vehicles for changing attitudes and beliefs, e.g., when
used to teach the importance of diet management for
diabetes. How appropriate are the attitudes and beliefs
embedded in a game? How appropriate are the
implied social attitudes and beliefs, e.g., about violence,
gender, race? What attitudes, beliefs, and actions
are rewarded?
• Skill-based objectives: If your objectives include
technical or psychomotor skills (e.g., typing, driving,
flying, equipment disassembly and repair), it will be
important for you to review any evidence available
about how well the skills taught in the game transfer
to the real world.
• Role within the larger learning context: A game is
only one activity in the total learning system. How
the game activity is assigned, supported, and debriefed
is extremely important in making sure that its
full learning potential is realized. Two key ways in
which you as an educator can improve the success of
your games are through collaboration and reflection.
Finding ways to make game play a collaborative
rather than an individual activity adds the impetus of
collaborative learning to the activity. In our experience,
even simple traditional games such as question-based
Tic Tac Toe can become lively shouting matches when
teams compete to win. Collaborating on designing a city
or roller coaster can lead a group to find and share ideas
and knowledge far beyond the capabilities of one individual.
Playing an MMOG leads a learner to collaborate
spontaneously with others in order to progress in the
game (Galarneau, 2005).
Many experts note the importance of reflection—
encouraging students to think deeply about, and
articulate, the learning that they experience in playing a
game. Gee (2003) states the importance of incorporating
active and critical thinking about how the learning
relates to other semiotic domains. Commercial learning
games, particularly for the K–12 age group, are
beginning to appear with support materials to help
teachers position and facilitate their use and to guide
learners in reflecting on what they have learned and how
it can be applied outside the game. For an example, see
http://www.gamesparentteachers.com.
TECHNOLOGY SUPPORT
As with other learning technologies, technical infrastructure
and support can make or break a game-based
learning exercise. For an effective experience with your
learners, you will need:
• computer and network configurations to support
your play plan (individual PCs or handhelds for all, for
small groups, or at the front of the classroom; if networked,
stable online access with good response times;
• readily available technical support staff if something
goes wrong;
• knowledge and experience with the game to answer
questions and help learners who run into problems;
• clear navigation and help in the game software; and
• good security (e.g., anti-hacker and privacy guards,
particularly when games are used with young children
online).
Example
Effective learning games do not always need long story
lines or sophisticated virtual worlds. Education Games
Central games (http://www.savie.qc.ca/carrefourjeux
/an/accueil.htm) routinely engage teams of young or
older players in spirited competition in many content areas.
Getting started
At this time, games for learning (other than management
simulations) are being tested in many interesting
examples, but it isn’t clear how widely they are being
used. Often educators and trainers face obstacles to using
computer-based games, including:
• lack of experience and long learning curves;
• time and costs required for custom game development
and implementation;
360 Education for a Digital World