Virtual Learning Network

Everyone likes a good game; whether it be sports, cards, boardgames or digital games. Some of us have a guilty pleasure playing Candy Crush or feeding our virtual animals in Hay Day, while others use learning games for knowledge construction and behavioural rewards (Class Dojo). Used in moderation, digital games can provide a huge opportunity for exploration, problem solving and creativity (Enabling e-Learning: Games based learning).

These understandings also link to cognitive theories of learning such as:

• Social theory of learning: Users can learn from each other through observation, imitation and modelling. Skills such as literacy, orally, competition, collaboration, problem solving are also developed.
• Behaviourism theory of learning: Users respond to both positive and negative stimuli – making decisions that effect rewards (advancing levels, mastery learning, self esteem, feedback) or consequences (loss of rewards, virtual life). Children learn the rules of games quickly, and navigate through responses by themselves or with others.

Knowing how learning theories can shape how we use gaming in the classroom is a great start. The challenge is to take our learners from passive users or recipients of games, where games can be used to transform, deepen learning. Students can also be encouraged to become game creators, designers and developers (constructors of knowledge), which also links to cognitive learning theories such as:

• Discovery learning
• Constructivism
• Experiential learnning

Also see The psychology behind why gaming helps students learn (Enabling e-Learning Game-based learning research and readings TKI)

In this video, Rachel Bolstad (Senior researcher NZCER) talks about her research into the environment that games and simulations present for thinking differently about learning, and about what students and teachers might be doing. 

Enabling e-Learning: Games based learning (TKI)

Rachel suggests one of the best ways teachers can pick up ideas and explore their own use of games in the classroom, is by connecting with others and sharing. She asks,

• How might you wrap a learning intention around immersive, engaging games that provide rich, complex learning experiences?

We ask,

• How can games for learning and gamification fit in with the new Digital Technologies | Hangarau Matihiko in your classroom?

Want to know more? We’d love to hear from you. Also keep an eye out for the Spotlight on gaming webinars (over the next few weeks), exploring how students are both game users and game creators:

 SPOTLIGHT WEBINAR: Gaming in education, April 5, 00.00am - 11.59pm

and

 SPOTLIGHT WEBINAR: 3D Gaming and virtual reality, April 12, 00.00am - 11.59pm

 

• Also see:
• Games for learning edSpace community forum group
• Minecraft teachers Virtual Learning Network group
• Gamification/game based learning Virtual Learning Network group
• Gamification in an ILE/MLE - what does this look like? Virtual Learning Network discussion
• 3D gaming and virtual reality Enabling e-Learning discussion
• Gaming in education Enabling e-Learning discussion
• Games for learning NZCER research project

Virtual soccer image source