Participation
My understanding of games coming
into this course, I admit, was very basic. I’m a big fan of games and play. I
love challenges, puzzles, and being competitive. So when I think of games and
learning as a topic of study, I simply think of the games I like to play in my
personal life or I think of the games I played in the classroom. Thanks to
scholarly analysis, my eyes have certainly been opened to the depth on the subject.
I think the biggest contributions
to better understanding the relationship between games and learning have come
studying the course readings, reading and commenting on other students’ play
journals, and interacting via hypothesis annotation. My personal definition of
analysis is breaking something down into its simplest pieces and then asking
questions. The readings, thus far, have done exactly that. By breaking down the
ecology of games, affinity spaces, and situational learning, the authors
provide a different perspective on games and learning and give the subject
greater dimension. Games are not just a tool FOR learning, but they actually
represent a model of learning that drastically departs from traditional
classroom education. This understanding shines greater light in utilizing or
designing games as a way of instructing or allowing people to instruct
themselves.
In addition, participating in
writing and reviewing play journals showcases an important component of
instructional: getting to know your learners. These journals are a great
insight into how people play or react to play. And so far, the biggest takeaway
from this activity is the insight that 1) not everyone plays the same way and,
therefore, 2) there is more than one way to play a game.
Preconceptions
Everyone loves games. Who wouldn’t want
to use game play to learn or as a teaching tool? Oh, and message boards are for
geeks…
These are some of the
preconceptions that I had coming into the course and the more I learn the more
those preconceptions are turning into misconceptions. And misconceptions are
almost always due to a lack of information. I am quickly learning that games
and learning is like the universe – it is continually expanding. And despite
its vastness game play is not one size fits all. People engage in play or
define fun in different ways.
The Network
When it comes to social media, I
sheepishly admit this is an area where I struggle to find a foothold. I do see
the value in networking online as well as the value of gleaning useful
information. The problem I have, though, is I feel like social media is a
breeding ground for people who are starved for attention – and sharing my
thoughts to the internet is not really my cup of tea. Although my twitter feed
contains several useful and insightful posts, those nuggets are mixed with
political rantings and other trivialities. I’m not at all sticking my nose up
at social media, I’m really trying to say that I need to change my attitude
when it comes to this form of collaboration.
I do want to say, though, that the
Hypothesis annotations have been a learning delight. What a brilliant idea!
There is no better way to discuss a reading than in the reading itself. The
annotations have not only spurred hearty discussion among fellow classmates,
they have also been extremely helpful in clarifying, and in some cases,
deciphering the author’s texts. Such a practice allows for greater
understanding and comprehension – at least on my part.
Question
If, as before mentioned, one size
does not fit all, how can we successfully design game play that will engage a
group of students, co-workers, etc.?
Although the answer is not yet
completely known, the key is in the design. Much like instructional design
models, it begins with analysis. This is important because it should preclude a
designer in thinking narrowly about games and fun. More answer to come..
Curiosities
My biggest curiosity relates to my
previous question – how can we design game play either as a learning
environment or learning tool to engage a particular group.
As for affinity spaces, I’m
curious, as I explore the Terraria affinity space, as to how this type of
environment truly lends to learning – much like the texts suggest.
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