Gaming! We took a pretty deep dive last week in my class into gaming and e-learning. As a gamer myself, I have been a staunch advocate of introducing games, and gamify elements such as badges (achievements, accomplishments) to learning since I first entered this field. Today in this blog, we are talking about games and simulations, but mostly games!
Horton (2012) states that games and simulations are essentially the same thing, just that simulations tend to look more realistic. I found Horton’s definition and description to be a bit lacking in clarity. I said this to my classmates, and I think it's good to say here too. I would state that a good way to differentiate between simulations and games, is that games are meant to be “played” and won, while simulations are meant to be experienced. A simulation is a realistic journey through a process such as a picture of a website where the learner is asked to close the window demonstrating knowledge on closing apps – aka a “simulation” of the real thing; a game is more about teaching concepts. A realistic simulation on say body parts and surgery would have the learner clicking on images to learn about what to do during surgery. A game in contrast, could be a silly cartoon representation of the body parts and surgery, and when making a mistake, could lead to comical imagery of what happened as a result -- with the goal of completing the surgery without making any mistakes and then progressing to complete more complex surgeries.
One thing to be aware of, however, is the cost of gaming/simulations. Games and/or simulations can be extremely expensive to develop both in time and financial cost. Horton (2012) advises that we should use gaming in situations where the cost justifies the expense. It makes sense to develop a game for a massive learning project that is going to affect operations at a business, but it makes far less sense to develop a game for a quick one-hour training that teaches learners how to do a relatively simple process that can be quickly duplicated with one-sheeters and video demonstrations.
It is also important that when utilizing games, we understand the audience and intent of the course. It may not be appropriate to utilize gaming in some cases. Horton (2012) states that simulations are far better to use when the audience is more formal, or if gaming is inappropriate for the audience and/or content. Additionally, sensitive topics need to be taken seriously, and I would shy away from gaming on sensitive topics. Case studies, video dramas, or roleplay mediums may make for more appropriate content in courses with sensitive topics.
I would like to leave you all with an above and beyond amazing example of gaming in e-learning, Minecraft: Education Edition. The limits of what’s possible in Minecraft are only limited by one’s imagination.
Minecraft: Education Edition is a game that allows students to collaborate to build projects and solve problems. Classrooms of up to 30 students can play in a world together, or students can work together in pairs or groups simply by joining their classmates' world. Educators can also create a character guides for students in the game giving instruction. Minecraft: Education Edition has a camera and folio feature that allows students to submit work as evidence of learning as well. Teachers can even host entire classrooms in a virtual Minecraft classroom. In addition to allowing educators to create scenarios and objectives, there are also purchasable lesson plans that educators can purchase and customize directly from Mojang– the owner/developer of Minecraft.
Between the purchase features, and customization of the learning experience in Minecraft: Education Edition, a teacher can literally have an entire class taught in this video game. Minecraft: Education Edition can literally be a classroom if the teacher designs the content as such. Why use Zoom when you meet synchronously in Minecraft: Education Edition? One strength of Minecraft: Education Edition is that the game allows the teacher to blend simulation and gaming simultaneously. Want to play with dangerous chemical elements? Sure, give it a try! See which combinations amalgamate and which ones explode. Want to build leadership skills? Create an escape room with a timeline and objectives where teammates need to work together to solve puzzles to progress – all designed by the instructor – even the escape room itself.
Want to teach writing skills? Have students log in on a
beach, stranded, with a limited inventory of items. Instruct students to gather
materials from the beach to place in their inventory to prepare for travel.
Said students can then reflect on the materials they selected, why said materials
are important, and how versatile the materials are. Have the students take a
screenshot of their inventory and use explanatory writing to describe why they
chose what they did. This is an actual purchasable lesson – click to view.
With Minecraft: Education Edition, there literally is no limit to what can be
taught. Effective use of Minecraft: Education Edition all depends on the design of the content, and the imagination of the
developer. I would like to close this post out by sharing a video showing how
Minecraft: Education Edition plays, to better orchestrate the true strengths of
this really cool and fun game. I shared this video with my classmates and everyone I have shown this video to in the education sector that is not familiar with Minecraft was fascinated. Wouldn't it be amazing if an entire college course was taught in Minecraft? There are no limits in Minecraft...
References:
Horton, W. (2012). E-Learning by Design: Vol. 2nd ed.
Pfeiffer.
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