Gardens of Time Post #1

What makes some activities interesting or fun?

            The interaction and sense of accomplishment are what makes games interesting or fun. For example, in Gardens of Time getting to the next level opens up more artifacts and scenes in the game. There are mini goals within the game to help accomplish the big objectives with each level. This captures the gamers interest because they can accomplish small tasks as they get to the bigger tasks, which gives them a sense of winning and accomplishment.

According to the article, Why Video Games are Good for Learning, video games are open-ended, allowing for goals and projects that meld the personal and the social. It is another reason games are found interesting or fun. In Gardens of Time, we are presented with making our own garden, while accomplishing goals set by the game. We have the choice of what we would like to put in our garden, as well as, the tasks we would like to complete and in what order they are finished. It’s the autonomy that also allows gamers to enjoy playing. They decide what goals or missions they want to accomplish and when. They are in charge.

 How can we maximize instruction without sacrificing instructional quality?

            We can maximize instruction without sacrificing instructional quality by having certain basics in the lesson, game, activity, or instruction being demonstrated. Those qualities entail:

1.      Using critical thinking skills

2.      Insert mini-goals to give encouragement to accomplish bigger objectives

3.      Immediate feedback

4.      A challenge or problem

5.      Choice/autonomy

Whether in a game or in a classroom, I believe that instruction should include the previous five qualities.

How do games and gaming motivate kids? Are these motivational factors transferable to learning?

            As I stated before, accomplishing mini-tasks gives kids the motivation to complete the bigger tasks. I believe this is transferable to learning. In my own classroom, I’ve noticed that if a student understands one section or worksheet in class, they are motivated to learn another section, if not the whole chapter. Also, immediate feedback is just as important. I’m learning how important it is within my own classroom. It can motivate and encourage students to understand their mistakes and correct them for future assignments.

How and when do skills transfer from gaming to other contexts?

            Skills learned through gaming are transferred to other contexts whenever there is a situation or obstacle to conquer, whether that is a topic in school or a financial issue. Any skills learned can be applied to many different areas or contexts when necessary.

Another reason presented in Why Video Games are Good for Learning are that video games create action-and-goal-directed preparations for, and simulations of, embodied experiences. As I was saying above, video games present situations or obstacles that have consequences. As in life, every choice has a consequence. Therefore, skills learned in games are relevant to all other contexts.

What are the long term, longitudinal effects of gaming?

            The long term effects of gaming are interesting concepts to ponder. I notice that if I play a game for a period of time and then stop playing it for months, I can easily pick up where I left off—still knowing all the controls and secrets/passages I learned while playing.  Why is this? Well, I believe it’s because I enjoyed learning the ends and outs of the game while I was playing it. Therefore, it triggered something in my brain to where it wasn’t a big deal to remember. It was something I enjoyed. Another example is riding a bike. That is a skill you never forget how to do. You may be rusty and need some practice, but it takes no time to start riding like you did when you stopped last. So, I believe that the skills learned in video games will stay with the player for a very long time. Also, the player can use these skill sets learned in the game to succeed in life’s obstacles.

Is the problem with educational games one of design, or social context?

            I believe that the problem with video games is not one of purely design or social context. The problem is the over-use of games. Kids don’t go outside and use their imagination as much as they did when I was young. They mainly stay inside and watch TV or play video games. Video games aren’t bad; however, I don’t think that gory or extremely violent video games are necessary. There is no point in having that violent of a game. The other issue is the social context. Although there is many benefits and positives for the social contexts in video games, it shouldn’t be the only source of socialization. Kids need to have face-time with their friends, and not over a television or computer screen.  It’s this over-use that I believe causes our kids to be too dependent on getting answers rather than taking the time to figure the problem out.

What is the relevance of learning from gaming upon school performance?

            Kids can learn a lot from gaming. It is an assessment and learning device all in one. With gaming, students are engaged and interacting with learning rather than listening and observing instruction. The interaction and activities keep the students involved while teaching them, whether blatantly or subconsciously. In this growing technological age, gaming is the key recreation for kids. Most would rather play video games than play outside. It’s amazing how obsessed kids can get with a video game after figuring out how to beat it. This can be used in education to benefit our students.

How do children’s developmental stages affect their approach to technology?

            I have a cousin, whose six year old daughter plays WOW (World of Warcraft), along with other games like Halo. She likes to play with the characters, without really paying attention to the goals presented in the game. She just does her own thing, while her dad tries to direct her in the game (he’s a big gamer). I think the younger the kids are, the more focused on what they want to do in the game rather than winning the game. As they mature, kids start wanting to win and beat the game. Adults learn to enjoy the game (not necessarily having a focus of beating the game or doing their own thing, but just enjoying playing the game and learning what to do).

What are the benefits of gaming for the development, collaborative and communication skills, and kids’ fluency with information technologies?

According to Why Video Games are Good for Learning, video games create situated meaning and opportunities for cross-functional affiliation. This means that kids have to learn the diction and language of the game they play, as well as learn how to collaborate and communicate with other kids/adults in the game. In the gaming world, it doesn’t matter what your race, gender, ethnicity, etc. is, and the only thing that matters is your skills set. Teams succeed or fail in multi-player games based on the strengths of teammates and the communication involved between players (i.e. PK, means personal kills). These games promote technology, collaboration, communication, and development (hand-eye coordination) skills.