tag:blogger.com,1999:blog-2569772432953120875.post2631970443639526562..comments2024-02-22T19:45:29.872-05:00Comments on Sources And Methods: Myth #2: Games Work Because They Capture Attention (The 5 Myths Of Game-based Learning)Kristan J. Wheatonhttp://www.blogger.com/profile/02566135545863154089noreply@blogger.comBlogger3125tag:blogger.com,1999:blog-2569772432953120875.post-81929529671384824322012-07-19T15:29:41.314-04:002012-07-19T15:29:41.314-04:00I think there is a "readiness" aspect to...I think there is a "readiness" aspect to your "voluntariness" that also comes into play but not reflected in your discussion. The mind has to be ready to engage new experiences; i.e., learn something. This is beyond the simply nature of being voluntary. Surely you have witnessed the following, if not in yourself but with others. You “volunteer” to play a game because it looks fun, other people have said its fun, or you’ve been snared by the marketing. After a short while you disengage because it’s not fun; but, weeks or months later, you try again only to fall prey to the siren “flow”. What changed? I contend it is “readiness”.<br /> <br />The same applies beyond the gaming world. I voluntarily took Calculus and Differential Equations early in my learning career because I thought I wanted it, not because it was an academic requirement (which it wasn’t). The traditional approach with lectures, chalk boards, and homework was the norm. That early learning experience was not so much fun and, quite honestly, I didn’t learn squat. Yes, I wanted to take the classes but I don’t think I was mentally ready for them (I don’t mean lacked requisite skills).<br /><br />Twenty years later I volunteered to retake that math series again to include starting with basic Algebra – I needed to start over because my math skills were so atrophied and inconsequential. Lectures, chalk boards, and homework were again the norm. I excelled. I loved it! My job didn’t require it, need it, or use it. What changed? I think my “readiness” coefficient changed. The best part is 15 years later I can still help my kids with their high school math homework -- most of the time!Tim Westnoreply@blogger.comtag:blogger.com,1999:blog-2569772432953120875.post-51962411454544927042012-07-19T11:27:07.964-04:002012-07-19T11:27:07.964-04:00Sharon,
I think we are saying the same thing but ...Sharon,<br /><br />I think we are saying the same thing but to different audiences. If you have lots of experience with game-based learning (and your comment suggests you do) then "voluntariness" becomes a sort of assumption. You know you have to have some sort of buy-in (even if it is grudging) for the game to work.<br /><br />I think with people new to game-based learning, there is an expectation that the mere fact that you are using a game to teach is enough. I also think this view is inherent in much of the criticism of games-based learning. You know, the ol' "What, I am just supposed to throw a game at them and they will learn? Nonsense!" defense.<br /><br />My point is, then, the same as yours -- games do work because they capture attention but a necessary precondition for capturing this attention is that participation in the game be, to some extent, voluntary. I think this precondition is ignored too often and is particularly ignored by teachers who are new to game-based learning. I also think that the degree to which someone is voluntarily participating in a game affects the quality of the learning.<br /><br />KrisKristan J. Wheatonhttps://www.blogger.com/profile/02566135545863154089noreply@blogger.comtag:blogger.com,1999:blog-2569772432953120875.post-59099895508567572952012-07-19T10:11:50.752-04:002012-07-19T10:11:50.752-04:00You're missing something in this. Yes, we have...You're missing something in this. Yes, we have to end up WANTING to play. However, I've seen people have initial resistance to playing a game (collective groans, looks of "I really don't want to do this." ) I've then seen the game pull them in - initial reluctance turned into an attitude of "Wow. This is really cool. I love this."<br /><br />So it is NOT a myth that games work because they capture attention. They can and do.They are highly effective at helping people learn. You can also have someone start out as not wanting to play and then pull them into the experience.<br /><br />Will everyone love every game? No. But you have an opportunity to create a game where you had previously had a lecture, a video, or some other form of delivery method and find that the game works much better than another method.Sharon Bollerhttp://www.bottomlineperformance.comnoreply@blogger.com