‘‘Tell me, and I will forget, show me, and I may remember, involve me, and I will understand.’’

Confucius (450BC) (As cited in Wall & Ahmed 2008)

 

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K-12

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"[I]t is absolutely essential that teachers be allowed and encouraged to play games. The objective is clearly not to turn all teachers into gamers, but rather to play with a critical eye—to be able to assess whether a specific game might be useful for them in the classroom, and, if so, under which conditions." (Becker, 2007)

 

With this in mind we would like to critically highlight the potential of some mainstream games and their uses within the classroom:

 

Digital Non - Collaborative

 

Cellcraft:

     An interesting game with some interesting controversy... Originally designed with the purpose of creating an educational biology study game the developers had to focus on either the evolution of the cell or the workings of the cell, due to budget constraints. They opted to aim for a game which covered the workings of the cell as they believed it would provide a more beneficial and engaging study aid for students. With this in mind, the developers began collaboration with biologists to produce an authentic cell and game interface/descriptions. After being released, some users/commenters began to point out "players may come away from CellCraft with the idea that complex cell organelles just appeared when needed — no evolution or large amounts of time needed." (Ceceri, 2010) For a full discussion on the issue please visit the developers blog!

 

Test the game at: http://www.kongregate.com/games/cellcraft/cellcraft

 

Strengths: Study tool, engaging, directly based on biological concepts, great tutorial

Weaknesses: False view of cellular evolution?,

 

Pandemic 2:

Pandemic 2 is a small web-based digital game which allows one to explore the factors which lead to endemics and pandemics created by viruses, bacteria, or parasites. The goal of the game is too spread your disease globally before society finds a way to fight off the infection or halt the spread. The more people you infect, the more evolution points you gain and thus the stronger you become!

 

Strengths: Easy to play, simulates how diseases spread, relevant to current global health issues, integrates many global systems which can be responsible for spreading disease, strategy development

Weaknesses: Time consuming (unless you use fastest speed!), Very textual (graphics are simplistic), cant choose initial outbreak location (randomly chosen)

 

 

Digital Collaborative

 

Minecraft -

Overview: 

An newly emerging game which is structured around a sandbox model approach. Users take control of a digital avatar and must survive within a world which has a surface area (relative to the avatar) approximately 8x the surface area of our earth! Users must harvest and mine while building shelter and surviving hostile enemies. (Minecraft Wiki, 2011).

 

The open sandbox nature of this game allows for very diverse applications within education. The only limit is the imagination of the students or instructor. The game has potential to be used within elementary setting to instill community ethics and understanding of currency or within a secondary-intermediate setting to produce scale models for history, videos/plays for English/drama, or resource management with biology/earth sciences.  For more information on Minecraft being used within education please visit Minecraft Teacher.

 

Strengths: Very wide spectrum of application, extremely customizable using community based "MODS", collaborative, single player or multiplayer (server based)

Weaknesses: Due to the open-ended approach of the game, unless specific goals are set for the students little to no learning will occur. Cost must be absorbed by the school or students.

 

 

Civilization III-

Overview:

Civilization III is a compelling, history influenced, turned-based, strategy game. The level of complexity associated with "mastering" all aspects of the game is quite high but it is also one of the main reasons for its global success. The game focuses on economy, production, resource management, politics, conflict resolution, geography and technology. These board yet complex game mechanics allow for users to truly define how they want to play the game and ultimately win. These same mechanics also allow for the game to be integrated into many school related subjects depending on the available time.

 

In the Research:

"25% of the students (particularly academic underachievers) loved playing the game, thought it was a "perfect" way to learn history, and considered the experience a highlight of their school year." (Squire, 2005)

 

"In post-interviews conducted after the completion of the study, these students developed new vocabularies, better understandings of geography, and more robust concepts of world history" (Squire 2005)

 

Finally, an example of divergent responses and learning one can expect from integrating this game into class:

 

"Interviewer: Who do you think invented the alphabet before you played this game?
Marvin: The English, because back then they were the classiest and smartest.
Interviewer: Now who do you think invented the alphabet?
Marvin: Probably the Egyptians with the hieroglyphics. It was the first writing to be done." (Squires, 2005)

 

Strengths: Complexity, Flexibility, scenario based learning, collaborative, instills critical thinking, strategy development, holistic problem solving

Weakness: Costs, motivation of entire class can be difficult due to its complexity, seen as more complex than school

 

 

 

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Industry

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   Game based learning has multiple applications outside of the K-12 curriculum. When dealing with sectors dealing with retail, construction, military or medical, game based learning allows the user to work through multiple "what-if" scenarios without incurring cost or damages associated with incorrect decisions.  Below you will find a quick glimpse into the world of corporate game-based learning (These have not been opened to the public and thus the overview is literature based)

 

MERIT Simulation

(Management, Enterprise, Risk, Innovation and Teamwork.)

 

Overview:

MERIT is a simulation based game which uses scenario based learning within a digital environment. This allows users to determine the effectiveness of their practices and decisions through analysis of simulated efficiency. Users have the ability to create mock scenarios and set variables to to desired values without interrupting production or incurring overhead costs. This allows for a blended learning approach to be offered when participating in training as students can test theories and apply learnings within a digital environment.(

 

In The Research:

"Simulation games, such as the MERIT game can be a very effective enhancement to the learning experience, if incorporated effectively into the delivery of the program. Through the allocation of marks to encourage participation and maintain motivation, it may be a very effective

tool to enhance the learning experience. "(Wall, & Ahmed, 2008)

 

Link:  MERIT Simulation

 

 

 

The New England Corstium - Hazardous Waste Operations and Emergency Response Simulation

(TNEC-HAZWOPER)

 

In The Research:

 

"Computer based simulation in blended learning curriculum for hazardous waste site worker health and safety training" (West, Slatin Sanborn, & Volicer, 2009)

 

After reviewing the article, the TNEC-HAZWOPER simulation appears to allow users to gather initial data/resources (in class) and then proceed with a collaborative scenario (digitally based) to test their knowledge, thus integrating game based learning to create a blended learning environment. This allows for participates to test their knowledge within a safe environment without being exposed to the risks associated with field work. After reviewing the research participants seemed to find  the simulation tool useful but it is also apparent that the learning curve must have been steep as it ranked low in terms of being "User Friendly".

 

 

(West, Slatin Sanborn, & Volicer, 2009)

 

 

Dental Implant Training Simulation

 

Overview:

The Dental Implant Training Simulation produced by BreakAway Games Ltd is an immerse 3-D simulation which provides users with the ability to virtually examine and diagnose a patient. Using a virtual avatar students can manipulate the digital environment and interact with patients while following proper protocol without endangering themselves or others. The simulated environment can be used for a simple check up or for complex surgeries to ensure that students have a full understanding of the required steps/protocols which are associated with proper practice.

 

Link: BreakAway Games LTD 

 

More Video Games in Work Place

 

 IBM developed INNOV8, an interactive, three-dimensional educational game to teach graduate students a combination of business and IT skills.

 

Hilton Garden Inn introduced the first interactive training game for the hospitality industry in 2008.  Ultimate Team Play, created by Virtual Heroes, places employees in a virtual hotel interfacing with customers and fielding typical guest requests.  Players’ responses are then evaluated and rated based on Hilton’s Satisfaction and Loyalty Tracking system.

 

Even professional athletes use video games as a training tool, crediting the quality of sports simulations in games such as FIFA Soccer and Madden NFL with helping them improve their physical and mental skills, or to help maintain their skills while recovering from injuries.

 

 

References:

 

Becker, K. (2007). Digital Game-Based Learning Once Removed: Teaching Teachers. British Journal of Educational Technology, 38(3), 478-488. Retrieved from  

   EBSCOhost.

 

Ceceri, K. (2010, July 16). Cellcraft: Can a creationist game teach biology? [Web log post]. Retrieved from http://www.wired.com/geekdad/2010/07/cellcraft-can-a-  creationist-game-teach-biology/

 

Effective Metrix. (2011). MERIT Simulation. Retrived July 11 from http://www.effectivemetrix.com/merit_s.html

 

Minecraft Wiki. (2011) Retrivied from http://www.minecraftwiki.net/wiki/Minecraft_Wiki

 

Squire, K. (2005). Changing the Game: What Happens when Video Games Enter the Classroom?. Innovate: Journal of Online Education, 1(6), Retrieved from  

     EBSCOhost.

 

Wall, J., & Ahmed, V. (2008). Use of a Simulation Game in Delivering Blended Lifelong Learning in the Construction Industry--Opportunities and Challenges.    

     Computers & Education, 50(4), 1383-1393. Retrieved from EBSCOhost.

 

West, C., Slatin, C., Sanborn, W., Volicer, B. (2009). Computer based simulation in blended learning curriculum for hazardous waste site worker health and safety training. International Journal of Information and Communication Technology Education, 5(1), 62-73.