In this article, game designer Sande Chen deduces valuable game design-related findings from a study of the use of handheld, educational games in India.
I read this article from the International Journal of Educational Development. I don't usually read such journals, but I have read a couple theses on the use of games in the classroom. I thought this article, called "A comparative analysis of a game-based mobile learning model in low-socioeconomic communities of India," by Paul Kim et al, would be interesting to note what differences or similarities there might be with classrooms in India vs. classrooms in Europe or in the U.S.
First of all, when it's a low-income area, we usually don't think they'll have access to computers or the Internet. Maybe they're just struggling with adequate lighting or teachers. In this study, the mobile devices were brought into the communities courtesy of NGOs and there was not enough for each student. This is similar to situations in Europe where children (usually 2) may be sharing a computer. In the India study, a group of children would share a device.
I have previously noted in this article that girls tend to yield control to a boy playing the game but in situations with 2 girls, they will crowd around and participate together. They will either have one use the controller and the rest give comments or as in the India study, all of them are touching the device. While this did happen in India across genders, this hesitant behavior is also evident in those who had less exposure to technology. This could be the difference between the poor and the more well-off students. Perhaps girls only display that behavior because they are typically less familiar with gaming, and not because they are girls.
I found the most interesting finding from this study to be about group formation. The study discovered that the optimal group size was around 3, at least in terms of sharing and learning how to use the device and excel at the game. A student with a device to him/herself struggled more than a group of 3 students. At a group of 7 students, some never got close enough to the device. Frustration and disengagement prevailed in a group size less than 3 and more than 3.
From a design standpoint, we might think about designing educational games for a group of children to play together rather than for one child alone.
Sande Chen is a writer and game
designer whose work has spanned 10 years in the industry. Her credits
include 1999 IGF winner Terminus, 2007 PC RPG of the Year The Witcher,
and Wizard 101. She is one of the founding members of the IGDA Game Design SIG.
Wednesday, December 12, 2012
Tuesday, December 4, 2012
December 2012: Game-Based Learning
Welcome to December! December's topic is Game-Based Learning.
There are several terms for games/game mechanics/game technology used for other purposes besides entertainment. One, "gamification", has certainly elicited strong reactions. Critics of gamification don't like what they feel are tacked-on mechanics that did not deliver the promise of "fun." The same critique happened for "edutainment." While there were many successful edutainment titles, those games were sometimes heavier on the "edu" side than the "tainment." Later, it was thought that the term, "serious games," could reform or replace edutainment and also expand beyond the elementary school setting. However, serious games certainly did not suggest fun because it was a term designed to make teachers and governmental agencies take them seriously.
There is more and more interest in game design and using games in education. Hence, the term, "game-based learning." While game-based learning can simply mean using games for education, I think it is also meant to suggest a paradigm shift and an interest in students understanding game design. I've been told that game design is a 21st century skill and that the art of looking at life as a system is a desirable lesson. There is even a school that embraces game-based learning and tries to teach everything in that way.
I've love to hear stories about how game-based learning is being used in schools. Is it being adopted readily? And what are the results?
Sande Chen is a writer and game designer whose work has spanned 10 years in the industry. Her credits include 1999 IGF winner Terminus, 2007 PC RPG of the Year The Witcher, and Wizard 101. She is one of the founding members of the IGDA Game Design SIG.
There are several terms for games/game mechanics/game technology used for other purposes besides entertainment. One, "gamification", has certainly elicited strong reactions. Critics of gamification don't like what they feel are tacked-on mechanics that did not deliver the promise of "fun." The same critique happened for "edutainment." While there were many successful edutainment titles, those games were sometimes heavier on the "edu" side than the "tainment." Later, it was thought that the term, "serious games," could reform or replace edutainment and also expand beyond the elementary school setting. However, serious games certainly did not suggest fun because it was a term designed to make teachers and governmental agencies take them seriously.
There is more and more interest in game design and using games in education. Hence, the term, "game-based learning." While game-based learning can simply mean using games for education, I think it is also meant to suggest a paradigm shift and an interest in students understanding game design. I've been told that game design is a 21st century skill and that the art of looking at life as a system is a desirable lesson. There is even a school that embraces game-based learning and tries to teach everything in that way.
I've love to hear stories about how game-based learning is being used in schools. Is it being adopted readily? And what are the results?
Sande Chen is a writer and game designer whose work has spanned 10 years in the industry. Her credits include 1999 IGF winner Terminus, 2007 PC RPG of the Year The Witcher, and Wizard 101. She is one of the founding members of the IGDA Game Design SIG.