Gaming

This week our focus in ETPT 7550 was on how gaming, simulations and Augmented Reality are used in education.  Each particular topic this week was briefly summarized and then various examples of how students can use technologies were addressed.  As I claim to be no stranger to gaming and virtual reality, I was impressed with how many other ways gaming and VR are being used that I was not aware of.  As a 3D Animation teacher, I believe I can especially benefit from this week’s content by sharing even more ways for my students to use the skills they obtain in my program. 

Gaming

As I have experienced the negative effects of gaming within the classroom, I reluctantly approach this topic with optimism.  I have struggled for years to get my students to turn off their internet video games so m that they would follow along with me in the classroom.  I have even had to go as far as having specific software installed in our lab to have the ability to turn off the Internet on our systems.  In general, gaming is a distraction that is not conducive to the learning environment.  I however see many of the benefits of using the “right” type of gaming in order to enhance learning and engage students within a topic.  The question is, can every subject benefit from a game?  

After reviewing the many benefits a gaming approach can have on student engagement, I found several facts interesting.  First, as quoted in the 2011 Horizon Report, “the average age of gamers in the US is 35 years old”. (Horizon, 2011, pg. 18) I am having a hard time believing this, considering that children as young as 6 are using games on the Internet, which would also mean that adults well into their 60’s could be playing games.  I am not familiar with many adults that age that play digital based games.  As I do believe more and more adults are experiencing the gaming world that has evolved from the early 80’s, I think the technology still intimidates the older generation.  I find this evident in my classroom, where many of my traditional students (those who are over 40) find difficultly in even using a computer, let alone spend time playing games on them.  Most of my students who are not coming in straight from high school are simply returning to school to learn a new skill.   

Now, when we talk about the generations of students who have been born into this technology, let’s call them Digital Natives, the use of gaming is a no-brainer.  The benefits of gaming on the enhancement of cognitive function is a powerful tool.  As educators, our goal is to build a smarter student for our future.  I find the concept of game building to be a great way to get students involved.  This is evident in the statement “One way to engage students with educational gaming is to give them a hand in designing games” (Horizon, 2011, pg.18).  In one of my courses at Terra State, we use Adobe Flash to build interactive media for the web and mobile devices.  Even though we do not specially focus on game building, Adobe Flash is one of the technology platforms used to create interactive games for the web. 

Another benefit of gaming was mentioned on page 19 of the Horizon Report when the author describes that “these types of games make successful learning aids because students are willing to play them more frequently and for longer periods of time than they would otherwise study the material”.  One of the greatest challenges we have as educators is trying to motivate a student to complete work outside of the classroom since we have little control over this.  By introducing games that help learn, we can raise the possibilities of students completing some form of cognitive work outside the class which raises the chances the student will retain more information.

Simulations

I believe simulation is one of the primary ways for a student to learn something.  This especially true in fields where students must complete tasks as part of their responsibility.  Simulations not only provide students with experience, but the simulation can be created to pose additional challenges that would better prepare them for the real world.  A clinical student could spend an entire day in the ER and not see one exciting situation.  However, the use of simulation can provide that students with a variety of real life experiences but maximize the training time.  

Again, my students specifically can learn from this as they look to find ways to use their 3d skills to take on a career in 3d.  Virtual Reality has been around for some time, but now it has become more affordable and more organizations are using it.  As stated in the article Virtual Reality/Simulations, computer simulations improve student learning can aid in their confronting and correcting of common misconceptions held by the student. (Strangman, 2009, pg. 4)

I also found a great interest in how Virtual Reality can be used to cognitively assist patients who may suffer from a painful accident.  In the video entitled “Soldiers Get Virtual Reality Therapy for Burn Pain”, I liked the concept of using a VR game to alleviate pain during the procedures they were conducting. Again, another great use of animation that would allow students such as mine to find an interest in continuing their path in digital media.

Augmented Reality

AR was the most surprising to me.  As I reviewed this week’s literature, I am under the impression that this type of virtual reality technology is being used everywhere, yet I have never seen it in use.  After reviewing various videos on the subject, I can see how exciting this would be for use in education, yet my guess is that cost is still a primary reason I have not seen this used in education.  I make several visits a year to various Science Centers in the tri-state area, and don’t recall seeing this available at any of them.  I however do see a great benefit to them, for the visual 3d perspective can clearly offer more detail then a 2d picture.  I enjoyed watching the video entitled “Augmented Reality Encyclopedia” which clearly showed the visual benefits of such a technology.

Visited Sites

I immediately began with the first option on the wiki which was from PBS Kids.  Having three children under the age of 7, I have already spent some quality time on this site with my children.  As gaming has proven to be a great way to develop cognitive skills within children, the PBS Kids site uses the popular tv characters to allow children to interact with them while learning valuable lessons.  Because this site uses the characters, the children immediately find a great deal of interest and feel comfortable with the learning environment.  Getting the kids away from this is difficult at times because they really enjoy the various ways to explore the character world beyond the television.

Next was Second Life.  I have mixed emotions about this one.  I have used Second Life before in a on-line course at BGSU where we explored the various Art Galleries available in Second Life.  Second Life offers the user an avatar that can be customized to look like anyone.  The detail of the avatar is incredible, for you can purchase clothing and other accessories to personalize them.  As a collaborative tool, it was very useful.  We had to meet twice a week live and interact in a virtual classroom.  Most of us had microphones so we could communicate via voice, but others used the chat option which was a bit slower, especially when they had to present.  The disadvantage is the overwhelming world of SL.  When I began to explore and jump portholes, I ended up in a German Nightclub where all the avatars were crudely dressed, some with no clothes on at all.  Even through it was a digital world, I felt very threatened when a number of them started barking at me in German, and the tone of their voice was not welcoming.  I believe that the ability to navigate anywhere is just as dangerous as letting a child roam free on the net.  Guidelines need to be set and proper training of how to use Second Life should be address before allowing students to use this technology for education.

My final site was Stop Disasters which I believe is very relevant to the recent events of Katrina. On this site, you choose from a variety of different disasters that you can simulate.  You then are given an amount of money and a time limit to build up your city with what you need to protect the people from the disaster you chose. You need to use strategy to protect as many people as possible.  I chose the hurricane scenario where you needed to build new homes to shelter people from the coming storm.  You also needed to create a hospital and school, as well as protect the land with various deferments.  I though this particular game would benefit students who live in areas that may be threatened by major disasters.

           

Johnson, L., Adams, S., and Haywood, K. (2011). The NMC horizon report: 2011 K12          edition. Austin, Texas: The New Media Consortium. Retrieved from

            http://utetpt5550.pbworks.com/w/file/fetch/49357920/2011-Horizon-Report-K12.pdf 

Strangman, N. and Hall, T. (2009). Virtual reality/simulations. Retrieved from

http://aim.cast.org/learn/historyarchive/backgroundpapers/virtual_simulations