View Content #20306

by Julie Sykes, CASLS Director

Recently, the use of digital games in the language classroom has received more and more attention – from both a theoretical and practical perspective.  So, why should we pay attention to this trend? What does it mean for classroom practice? Like any other tool, games are not a panacea nor a magic bullet for transformative education. They require thoughtful implementation tied to learning objectives and outcomes. As we begin this month focused on games, we begin by examinng a few critical assumptions around their use.

1. Games come in many shapes and sizes. Just as there is a vast difference between People magazine and an article from the Wall Street Journal, there are vast differences around the types and possibilities for various types of games. A Guide to Game Types can be downloaded under D3 on our Games2Teach website (https://games2teach.uoregon.edu/publications/)
2. Play and problem solving behavior are a critical component of digital game implementation. Jess Schell defines games as “a problem solving activity with a playful attitude” (Schell, 2008, pg. 37).  We have to ensure we retain this playful nature throughout any classroom unit.
3. Motivation is the result, not the reason. Games should not be included in the classroom as merely fun exercises to increase motivation. Alternatively, when implemented well, they have the potential to facilitate transformative learning opportunities that motivate learners.

With these assumptions in mind, this month we will examine why and how digital games can be useful for transformational learning experiences and, moreover, will connect different types of digital games to different learning experiences. As Sykes and Reinhardt (2012) point out, a well-designed digital game:

• provides goal-oriented activities for players
• distributes skills, knowledge, and resources unevenly to encourage social interaction
• adapts to and customizes feedback for the player just at the level needed
• provides feedback loops--in other words, allows low-stakes failure and repetition to mastery
• situates gameplay activities in meaningful contexts
• motivates players by rewarding successful task completion with material and social capital

Each can be found in good teaching and learning environments and digital games are one way to facilitate these behaviors.  We look forward to a month of play, exploration, and transformation!

References

Schell, J. (2008). The Art of Game Design . Burlington, MA: Morgan Kauffman Publishers.

Sykes, J. & Reinhardt, J. (2012). Language at Play: Digital Games in Second and Foreign Language Teaching and Learning. Series on Theory and Practice In Second Language Classroom Instruction, J. Liskin-Gasparro & M. Lacorte, series eds. Pearson-Prentice Hall.