Learning and Gaming

Chapter 5: Learning and Gaming

1 What is the main argument the author is making in Chapter 5.

Learning in schools should take place in the same way that learning to play video games does

2. What constitutes a theory of learning?

There where, the who, and the what people are learning

3. Why did the author struggle to learn to play Warcraft III? What needs to proceed before good learning principles?

he "failed to engage with it in a way that fully recruited its solid design and learning principles" (Gee 59) . In other words, he wasn't quite into the game as the game intended its players to be. Also, before good learning principles can happen, one must be motivated and engaged for an extended amount of time.

4. How would have the authors struggle with learning to play Warcraft III been interpreted in school?

as a failure

5 What kind of learning experience might be better suited for at risk students?

Have them do simulations and video game type learning. If they gain "experience" with their lessons, then they can move up the levels.

6. Why does the school-based interpretation of "at risk" lead to bad learning?

By the time they are labeled "at risk" the curriculum for them has already been set to be "dumbed-down", it's damaging on their self esteem and there seems to be no alternatives

7. What do schools need to do to function more like a good game?

allow students to take on different identities which will help them get their minds fully engaged with learning in the "world" of school

8. What is different about how good games and school assess learners?

School have one set assessment for everyone. With games, the player can pick and choose when and how to be 'tested' as well as having the option to go back and redo it until they know they have it. 

9. What are the attributes of a  fish-tank tutorial that make it an effective learning tool? How is it different than school-based learning?

They can assess their own learning styles and discover how they learn best! In school, students are all assessed the same way, and if someone doesn't fit into that cookie cutter shape, some adult decides what should be done

10. What is a sand-box tutorial? Why is effective? How is it different that school-based learning?

The player is able to explore the game without being harmed and it occurs in a mostly real situation. This is great because the player can practice and get a feel for the real thing. In school, kids aren't typically given the opportunity to get the feel of something before being expected to get their hands dirty so-to-speak. And, nothing in schools is "non harmful" when failure is a possibility. 

11. What is a genre? Why is it important for good learning?

Genre is a type of something. When a student knows the genre, they have an idea of what will be coming up and they can prepare for what might be expected of them.

12. According to the author, what do learning and play having in common?

You learn as you play!

13. How are the skills test in good games different from skills tests in school?

Many times, in games, you can choose when and how you are tested, or you are even given more opportunity to practice before you are evaluated. Upon doing this, the player can come to a realization on what does and doesn't work and figure out how to fix it. Tests in school are made by adults and assessed by adults, the student plays little to no participation outside of making sure they are just listening to what they are told.

14. How does RoN support collaborative learning?

Simply put: players have and utilize social networking. Whether this means they group up to work on a goal, talk on forums, read magazines produced by other gamers, etc. They are working together, helping each other, and learning from one another.

15. Match at least one learning principle of good games (on page 74) with each the following learning theorists you have studied in 3352:

Dewy: 8. "Basic skills" means what you need to learn in order to start taking more control over your own learning and learn by playing.

Vygotsky: 5. They let learners themselves assess tehir previous knowledge and learning styles and make decisions for themselves (with help)

Piaget: 9. "Experienced" doesn't need to mean "expert"; it can mean that one is well prepared for future learning

Gardner: 14. They give information via several different modes (e.g. in print, orally, visually). They create redundancy.

Bandura: 12. They offer supervised (i.e. guided) fish tank tutorials (simplified versions of the real system). 

Skinner: 1. They create motivation for an extended engagement.