Digital Games in Education
To ensure the holding power on the more gifted
Darren Nonis
children, the game automatically adjusts to the
Imagining the future of Games in
Education
skill level and objective of each child (Squire &
Jenkins, 2003).
Imagine that the Earth is facing a life and death
Context
battle with invading aliens. The best and
Computer games are today an important part of
brightest minds are brought together and trained
most children’s leisure lives and increasingly an
through a curriculum that consists entirely of
important part of our culture (Kirriemuir &
games. Teachers play no overt role in the process
McFarlane, 2004). Many of them have solved
and the students develop through the recruitment
mysteries (Blues Clues, Sherlock Holmes); built
of new players, designing the rules of the game
and run cities (Sim City), theme parks, (Roller
and constructing their own learning spaces.
Coaster Tycoon), and businesses (Zillionaire,
Games become the central focus of students’
CEO, Risky Business, Start-up); built
lives; they play games in class and at home.
civilizations from the ground up (Civilization,
Much of the learning occurs through
Age of Empires); piloted countless airplanes,
participation in gaming communities, as the most
helicopters, and tanks (Microsoft’s Flight
gifted players pass along what they have learned
Simulator, Apache, Abrams M-1); fought close
to the other players.
hand-to-hand combat (Doom, Quake, Unreal
Tournament); and conducted strategic warfare
Orson Scott contemplated this scenario in Cards’
(Warcraft III, Command and Conquer)—not
Prophesy, a 1985 science fiction novel Ender’s
once or twice, but over and over and over again,
Game. It portrays a school in a constructive
for countless hours, weeks and months, until
utopia – in that nobody teaches the students what
they were really good at it (Prensky, 2001). As
to do. They are left to their own to experiment
adults, we often watch in amazement as children
and solve compelling problems. As they do so,
dedicate hours mastering a game, sharing tips
they master strategies and tactics they will
and tricks with online communities (Kelly, 2005;
eventually apply to the world beyond the games.
Prensky, 2002) and how they spend their
© Educational Technology Division,
Ministry of Education, Singapore 2006
1
holidays in LAN (local area network) gaming
as a constructive force in schools? (Shaffer,
centres. It is clear that games engage and
Squire, Halverson & Gee 2005)
motivate. These games are even more accessible
This paper hopes to provide a brief overview of
now with powerful home gaming systems like
the research on digital games in education,
Microsoft’s Xbox360 and Sony Playstation 3
suggest some considerations when selecting /
that may be internet-enabled. According to
developing a game for education and provide
Csikszentmihalyi (1977), these games induce the
practical considerations before games are
flow state ie positive subjective experience is
employed in the classroom. It should be stated at
increased, thereby enhancing motivation.
this point that this review focuses on digital
games only. Games such as board games or
We need to be clear from the start that games are
niche-gaming media such as watch LCD panel-
no panacea (Shaffer, Squire, Halverson & Gee
based games or Nintendo Gameboys are out of
2005). Games may be an over-simplification of
the scope of this paper.
reality and are sometimes based on violent
themes (Kelly, 2005). There has been evidence
Introduction
that some children even exhibit addictive
It is relatively clear what makes a game, a digital
behaviours towards playing computer games to
game. It basically requires that a game be played
the detriment of their school work (Harris, 2001).
using the computer. Universally recognisable
However, rather than shutting the door of
digital games are the Pac-Man and Space
schools to computer games, it may be better to
Invaders. However, what is often overlooked is
ask how this powerful medium can be exploited
the word ‘game’. What exactly makes a game, a
to support student learning. Such excitement and
game? Prensky (2001) articulated the following
engagement among students playing computer
six structural elements necessary for making
games bears considerable potential for education
something a game:
(Prensky, 2001; Squire, 2002). Thus, the main
question is how we can use the power of games
© Educational Technology Division,
Ministry of Education, Singapore 2006
ƒ
It should have rules
ƒ
There are clear goals and objectives
2
ƒ
There should be outcomes and feedback
The Entertainment Software Association (2001)
ƒ
There should be an element of
highlighted the following four main reasons why
conflict/competition/challenge/opposition
games are played:
ƒ
Some elements of interaction
ƒ
Games are fun
ƒ
It should have a storyline
ƒ
Games are challenging
ƒ
Games are an interactive social experience
that can be shared with friends and family
From the definition of games, one can see that it
is not an easy task designing and developing an
ƒ
Games provide a lot of entertainment.
educational digital game, nor is it a simple task
selecting an appropriate digital game to match
It can be seen that play, fun and interaction
the student learning needs. However, this paper
dominates the reason why games are played. The
hopes to impart a greater understanding about
reason games are so engaging is because the
digital games in education, hopefully, allowing
primary objective of the game designer is to
you to make an informed decision about using
keep the user engaged (Prensky, 2001).
digital games in your school or classroom. From
this point on, all references to games will mean
Admittedly, this is not the primary concern of
digital games.
educators, whose concern is to instruct and get
the material across. However, with increased
Current Thinking about Games
levels of motivation and engagement, instruction
So where should we look for guidance in this
can be made less painful for the student.
enterprise? This part deals with the current
thinking about games in education, informed by
On the surface, when we see students playing
research. It takes a measured tone, stating both
games, we see them learning to fly aeroplanes, to
the benefits and obstacles of using games.
drive fast cars, to be theme park operators, war
fighters, civilization builders and veterinarians.
But on deeper levels they learn infinitely more:
to take in information from many sources and
© Educational Technology Division,
Ministry of Education, Singapore 2006
3
make decisions quickly; to deduce a game’s
ƒ
rules from playing rather than by being told; to
create strategies for overcoming obstacles; to
Continuously provides feedback that is clear
and relatively immediate
ƒ
understand complex systems through
Feedback that is designed to support and
scaffold student learning
experimentation. And, increasingly, they learn to
ƒ
Allows for some element of collaboration
collaborate with others (Prensky, 2003). Used
ƒ
Relatively challenging to keep the learner at
carefully, game based learning may be a step
forward towards providing a constructivist
learning platform for our students.
the edge of his/her capability
ƒ
Visually and aurally attractive to maintain
the learner’s attention.
A Good Educational Game
Fisch (2005) reinforces that knowledge needs to
So what makes a good educational game? With
be encapsulated within the gaming experience.
so many educational games available in the
He states that for a game to be educational in
market, how does one determine which is a
nature, content needs to be integrated into the
better educational game? Kelly (2005) and
game itself. What does this actually means?
Fischer (2005) suggest that an educational game
Fisch states that the act of playing the game
needs to have the following elements:
should draw directly from the knowledge or
ƒ
Clear goals and objectives
skills that the game is designed to foster in
ƒ
Opportunity to apply what is being learnt
learners. Thus, in order to succeed in the game,
ƒ
Little ambiguity that knowledge is power i.e.
the learner needs to employ targeted knowledge
the learner can only succeed in the game if
and skills as an integral part of gameplay.
he has the required knowledge
Admittedly, this is easier said than done. While,
Provide learners with a broad set of
educational games have become more complex
experiences
in terms of graphics, complexity of scenarios,
Knowledge is encapsulated within the
interaction and narrative, many still dwell in
gaming experience
some form of academic drill and practice, with
ƒ
ƒ
correct answers rewarded by beautiful graphics
© Educational Technology Division,
Ministry of Education, Singapore 2006
4
and sounds (Fischer, 2005). Appendix 1 serves
be taken when using games to teach. This part
as a quick checklist when selecting an
will provide a snapshot of what the teacher needs
appropriate game.
to be prepared for.
Sid Meier’s Civilisation III has often been cited
Once a game has been selected, the teacher will
by literature to illustrate the crucial point that
need to play the game and become familiar with
knowledge needs to be encapsulated within the
it. The teacher needs ‘play’ time so that he/she
gaming experience Thus a description of
understands the game in terms of functionality
Civilisation III is provided in Appendix 2.
and teaching resource. The former requires the
teacher to understand the game controls, rules,
With the numerous game genres in the market, it
necessary pre-requisite knowledge for playing
would be prudent to be aware of the type of
the game. The latter is slightly more challenging;
games and the types of learning they foster. A
the teacher needs to decide how to fit the game
chart provided by Prensky (2001) on his website
into his/her lesson so that the game’s potential is
proves to be a useful tool when deciding on the
fully reaped. At this stage, the teacher will also
type of learning to be achieved and the type of
need to plan his/her lesson and provide for
game genre to be used.
orienting activities (Lim, 2001; Lim, Nonis &
Hedberg, 2006). Orienting activities happen in
Practical Considerations when
the initial lesson where students are introduced
Employing Games
to the game. Students are given time to explore
Know yourself
the game and learn its functions. It is at this
It would not be too presumptuous to state that
juncture that the teacher will need to help the
the teacher will need to consider whether he/she
students and study what problems may be
is comfortable with using games to teach. It is
expected when the game in used in an actual
clear that teaching with games is very different
lesson. The teacher may need to plan to scaffold
from traditional classroom teaching. Why is this
students in the lesson. This ensures that students
so? There are many considerations that need to
© Educational Technology Division,
Ministry of Education, Singapore 2006
5
know what is expected of them and at the same
content. As for game controls, the teacher will
time, prevents cognitive overload.
need to assess whether his/her students will be
able to use the game controls. For example,
The above activities takes time, teachers
would a game that uses keyboard controls be
employing games in lessons must be ready to
appropriate for with lower primary pupils?
dedicate the time necessary to ensure that the
Perhaps, the use of a game that allows for
lesson is an effective one.
joystick control may be better. In terms of game
content, the teacher will need to assess whether
Know your students
the contents of the game are at an appropriate
Admittedly, not every student will learn best
level for his/her students. Would a teacher use
using games and not every lesson is best taught
Civilisation III with lower primary pupils? The
using games. Teachers need to ensure that
pupils may not be able to cope with the
his/her students are prepared to learn using
numerous amount of text, not mentioning the
games. It would be useful to know whether your
level of the language used.
students are comfortable using computers in the
In certain instances, the teacher may also want to
first place. If students have little exposure to
use the ‘Lite’ version of a game, should there be
computers because of various reasons, the
one available. The ‘Lite’ version may present a
teacher may need to reconsider using games
simpler user control, interface and content.
since the learning curve for these students may
However, not all games have ‘Lite’ versions.
be too steep; they would need to cope with
These are important considerations that have to
computer use, game use and learning the content.
be taken into account before games can be
It may just be too much for the student to cope
meaningfully employed.
with.
Parents need to understand
The age of the student is also an important
With the well publicised issues associated with
consideration since this may impact on student
video gaming in the media such as addiction,
learning on two levels; game controls and game
violence and gender bias (Kirriemuir &
© Educational Technology Division,
Ministry of Education, Singapore 2006
6
McFarlane, 2004), parents have become wary
discussed, parents have a better context and this
when games are employed to teach. Parents
also aids the ‘buy in’ process.
naturally associate games with play and perceive
that no learning can possibly take place besides
Conclusion
eye-hand co-ordination (Prensky, 2002).
As I began saying in this review, our students
today are ‘digital immigrants’ and digital games
This being the case, when a school adopts a
are very much a part of their lives. The
game to teach, it would be advisable to inform
employment of games in education has yet to
parents of this move and explain the rationale of
develop to its full potential and educational
the game use and the potential learning outcomes.
digital games may not be readily available for all
It may even be necessary in some instances, if
learning scenarios. However, they present us an
the game is to be used with a huge number of
opportunity to teach in a way that aligns with the
students for an extensive period of time to have a
student interest, thereby increasing the
meet-the-parents session to carefully explain the
probability of engagement and motivation which
benefits of game based learning. There are
may result in independent and meaningful
numerous sources citing the benefits of game-
learning. An opportunity not to be missed!
based learning that may be cited. Marc Prensky
is one of the more renowned academic in this
area and his website; Game-Based Learning. The
site provides numerous justifications for
employing game based learning.
Parents are important stakeholders in this
enterprise and they should be kept well-informed
and ‘buy in’ is necessary. One suggestion may
be to allow parents to play the game to be used.
Thus, when the benefits of the game are
© Educational Technology Division,
Ministry of Education, Singapore 2006
7
References
Entertainment Software Association : State of the
Industry Report. (2001). Retrieved 10 Jan, 2006, from
http://www.theesa.com/
Prensky, M. (2001). The Games Generation : How
Learners' Have Changed. Retrieved 10 November,
2005, from
http://www.marcprensky.com/writing/Prensky%20%20Ch2-Digital%20Game-Based%20Learning.pdf
Csikszentmihalyi, M. (1990). The Psychology of
Optimal Experience. New York: Harper & Row.
Prensky, M. (2002). The Motivation of Gameplay.
Retrieved 8 March, 2006, from
David Williamson, K. S., Richard Halverson, James
http://www.marcprensky.com/writing/Prensky%20-
Gee. (2005). Video Games and the Future of
%20The%20Motivation%20of%20Gameplay-
Learning. Retrieved 12012006, 2006, from
OTH%2010-1.pdf
http://www.wcer.wisc.edu/publications/workingPapers
/index.php
Prensky, M. (2002). What Kids Learn That’s
POSITIVE from Playing Video Games. Retrieved 2
Fisher, S. M. (2005). Making Educational Computer
March, 2006, from
Games "Educational". IDC(June 2005), 56-61.
http://www.marcprensky.com/writing/Prensky%20%20What%20Kids%20Learn%20Thats%20POSITIV
Lim C.P., Nonis D. & Hedberg J. (2006). Gaming in a
E%20From%20Playing%20Video%20Games.pdf
3D Multi-User Virtual Environment (MUVE): Engaging
Students in Science Lessons. British Journal of
Prensky, M. (2003). Really Good News about your
Educational Technology.
Children's Video Games. Retrieved 8 March, 2006,
from
Kirriemuir, J. & McFarlane, A. (2004). Literature
http://www.marcprensky.com/writing/Prensky%20-
Review In Games and Learning. Retrieved 10 Jan,
%20Really%20good%20news.pdf
2006, from
http://www.nestafuturelab.org/research/lit_reviews.ht
Squire, K. (2002). Gameplay in Context : Learning
m
Through Participation in Communities of Civilisation
III Players. Indiana.
Kucklich, J. (2003). Play and Playability as Key
Concepts in New Media Studies. Dublin: Dublin City
Wai-Leng, L. (2006, 11012006). Game for More?
University, STeM Centre.
Mind Your Body, pp. 6-7.
Prensky, M. (2001). Digital Game-based Learning.
Wolf, M. (2003). Genre and the Video Game.
Retrieved 8 March, 2006, from
Retrieved 25 July, 2005, from
http://www.marcprensky.com/writing/Prensky%20-
http://www.robinlionheart.com/gamedev/genres.xhtml
%20Ch1-Digital%20Game-Based%20Learning.pdf
© Educational Technology Division,
Ministry of Education, Singapore 2006
8
Appendix 1
Appendix 2
Selection checklist
Criteria
Tick
Clear goals and objectives
Opportunity to apply what is being
Civilization III is a strategy game for
learnt
PC that lets you play through the entire
Little ambiguity that knowledge is
span of human history, making your
power i.e. the learner can only succeed
own choices as you go. Your goal is to
in the game if he has the required
knowledge
Provide learners with a broad set of
experiences
Knowledge is encapsulated within the
gaming experience
create a civilzation that dominates the
world, which you do through a
combination of diplomatic finess,
cultural domination and military
prowess.
Continuously provides feedback that is
The game involves alliances,
clear and relatively immediate
negotiations, trade systems and
Feedback that is designed to support
diplomatic actions. Advanced trade
and scaffold student learning
Allows for some element of
systems let you manage resources,
trade routes and spread of technology.
collaboration (online or offline)
Relatively challenging to keep the
Civilization III is one of the most
learner at the edge of his/her capability
complex games ever made, and it
Visually and aurally attractive to
provides for those who master it (which
maintain the learner’s attention
takes a significant amount of playing
time) huge amounts of detailed learning
about many aspects of world history.
© Educational Technology Division,
Ministry of Education, Singapore 2006
9