It is the Year 2017 and the introduction of new technologies and applications is accelerating. The education landscape today is markedly different to previous generations. The current group of Year 12 students in Queensland were mostly born in 2000; they have grown up in a world that is saturated with media, internet connectivity, smartphones, tablet computing, gaming, social media and video streaming. This is their world now, and educational systems are rapidly scrambling to adjust and keep up.
As John Seely Brown poses this question for schools to reflect on regarding their future, “What will schools, universities and research institutes look like in five years time?” (DML Research Hub, 2012) This is difficult to grasp based on the changes that keep taking place and the sheer speed of technological changes. At the same time according to Becker (2011), digital games technology is developing at a furious pace but relatively little scholarly work exists on the use of modern digital games for education. This is where the article of Jennings (2011) also adds to the argument through the research by Griffith University professor, Dr Catherine Beavis, an expert in video game-based learning, where she says “schools still have a way to go before they can harness the full educational potential of video games” and she believes that ” there is tremendous potential for games-based learning, but also the potential for things to go seriously wrong…”
My own personal belief is that Game Based Learning (GBL) should be part of the whole digital education reform, and that it deserves a place alongside introducing ‘digital literacy’ skills and embedding it in all aspects of curriculum. Both Vincent Trundle, digital education producer at the Australian Centre for the Moving Image (ACMI), and many other educational researchers recognise how using video games to create diverse learning experiences is beneficial and important in being incorporated into contemporary education (Jennings, 2011). These games allow students and teachers to further develop the key 21st-century skills of collaboration, communication, creativity, connecting, and critical inquiry.
As games and gaming appear to have arrived on the educational-technology agenda, how do you see them fitting into your practice?
As a senior History and Business teacher I mainly teach the Year 12s at the school, focused on developing skills and preparing them for OP/ATAR requirements. This makes it very important that any gaming/games that I consider to integrate fits in well with the subjects and benefits the skills development of my students. I have used Kahoot and BreakoutEdu, and various other games along the way; but they need further thought and research.
What is the context of your learning?
This is my 3rd last subject with my Masters studies in Knowledge Networks and Digital Innovation. At the same time, I’m very active with my PLN online through Twitter (@jdtriver), Google Educator Groups and TeachMeets. They have all given me a rich experience on the importance of twenty-first century digital pedagogy and driven me to keep developing my skills.
What are your personal aims in this subject?
To develop a greater understanding of the research and theory behind GBL. Also to explore different games, platforms and tools; seeing how they could benefit myself, my students or my colleagues. I would also like to be able to integrate GBL more effectively in my senior class and share my knowledge with my school community.
What challenges are you hoping to meet for yourself?
Managing work-study-family-health balance for a start, as well as the various education commitments outside my school that I’m involved in. I would like to develop a greater understanding of GBL, and as someone that is fairly new to gaming in general, I would like to challenge myself to explore and try various new GBL ideas along the way. The biggest challenge will be to share my newly acquired knowledge with staff and overcoming any resistance to these ideas.
I’m looking forward to the journey ahead and deeper exploration of GBL.
Becker, K. (2011). Distinctions between games and learning: A review of current literature on games in education. In Gaming and Simulations: Concepts, Methodologies, Tools and Applications (pp. 75-107). Hershey, PA
Digital Game-Based Learning Cartoon (2017) flickr photo by Son Le (GER) [IMAGE] Retrieved from https://flickr.com/photos/donjonson/5351362611
DMLResearchHub. (2012,Sept 18). The global one schoolhouse: John Seely Brown [Video file]. Retrieved from http://youtu.be/fiGabUBQEnM
Elearningindustry.com. (2017). Gamification and Game based learning. [IMAGE] Available at: https://elearningindustry.com/wp-content/uploads/2015/10/gamification-and-game-based-learning-yes-they-are-different.jpg
Jennings, J. (2014, November 20). ‘Teachers re-evaluate value of video games’ [Digital Newspaper Article], The Sydney Morning Herald. Retrieved from: http://www.smh.com.au/national/education/teachers-reevaluate-value-of-video-games-20141110-11jw0i