I am a child of the ’80s and ’90s. I grew up with green screen Apple computers in the library, learned about the trials and tribulations of western migration by playing Oregon Trail and practiced my multiplication tables playing Number Munchers. Technology has come a long way since then and with that games being used in education has come a long way as well. My students “play” simulations in science, they use Icivics in Social Studies and practice typing with Nitro Type. The availability of so-called “educational” games has led me to question what exactly is an “educational” game and what can they do to help engage and educate students?
An example of a static electricity simulation in PHET.
Understanding Educational Games
A good place to start is to define “educational” games. In the article “Educational Games for Learning” Noemi and Maximo define it as “video games or interactive applications whose main purpose is to provide not only entertainment but also training”(p.1) In science, simulations (which I would argue is an interactive application) have become a way for students to gather data and learn new information . Phet, Gizmos, and Edumedia all have the common thread of being simulations that are interactive, entertaining but also have educational value and give students a place to “play.” But, are simulations the same as games? I would argue they are not, but they can be used in conjunction to help students learn and apply science. In the article “The simulation cycle: combining games, simulations, engineering and science using StarLogo TNG” the authors argue that “teachers can use simulation models to introduce students to new ways of doing science while at the same time continuing to teach traditional experimentation skills.” and “new thinking processes can be taught with simulation/game models” (Klopfer, Shheintaub, Huang, Wendel & Roque p. 83) The article goes on to be more specific about how students can “explore a simulation model by playing a pre-built game” (p. 76) and students gather data or information by “modifying parts of the model” (p. 76) and then apply the knowledge to solve a “game-like challenge” (p. 76) The idea of using games in these ways makes a lot of sense to me. I think it is important for students to use the knowledge they gain so “they can make the world a better place, not so they can pass a test” (Martinez & Stager p. 39).
Even though simulations are not games I think that it is possible to have students engage in simulations like games. At the beginning of the research that Dlopfer, Sheintaub, Huang, Wendel, and Roque did, they engaged students with a story to set up the game (p. 77). I think through careful writing and clear assessment targets a teacher could develop a story to introduce a simulation and have students work through the simulation like a game. By adding a story to the beginning it develops background and purpose that may not be present in a simulation that was introduced to only gather data. An example is a simulation that introduces the concept of invasive species called Ecobeaker, Maine Explorer. By adding a story at the beginning that talks about a lake association concerned about the drop of native Rainbow Trout and how it is affecting the food chain, recreation and the economy in the area students start with a problem to solve, like a game. Students then play the simulation, adjusting the starting levels of Algae, Trout, and Pike, to see if there is a way to keep the algae, trout and pike levels in harmony for 5 years. I think this small change turns the focus of the simulation away from collecting and analyzing data to finding a way to “beat” the simulation, like a student beating a game. The problem is most simulations don’t work this way. They are designed to gather data and don’t come with a way to “beat” it. To find simulations that work this way is time consuming for teachers. Not only do they have to find the simulation they have to work with it to find a way to “beat” the simulation. To help, I have included a list below of simulation sites that can be used like games with students.
Increasing Student Engagement
Through games students can be more engaged in their learning, “Video games are not the enemy, but the best opportunity we have to engage our kids in the real learning process”(Presnky 2003)”. Students spend so much of their time playing games like Fortnight, wouldn’t it be fantastic if teachers could capitalize on that engagement to increase student learning? Defining engagement varies depending on who you talk to. In the article “defining engagement and characterizing engaged-behaviors in digital games” Bouvier, Lavoue, & Sehaba break engagement down into 5 concepts. Attention; “the willingness to concentrate” (p. 494). Immersion; “involvement with a game” (p. 494) Involvement; “willingness to exchange information with the system through the interaction devices.” (p. 495) Presence; “the genuine feeling of existing in a world other the physical world in which the body is.”(p. 495) Flow; “mental state of intense concentration in which a person is completely absorbed in her or his task and the situation. (p. 496) These five concepts blend together to define engagement as “ the willingness to have emotions, affect, and thoughts directed toward and aroused by the mediated activity in order to achieve a specific objective.” (p. 496) This definition can be applied to games and simulations. Students can be engaged in a simulation to gather data, learn new information that can be applied in a game format or using a game to learn new information because they pay more attention, are immersed in the game play, are willing to be involved with the game, have presence in the game, and can be absorbed in the game to complete the task. These five characteristics can lead to an emotional connection to the game and to achieving the objectives.
A perfect example of an engaging game that can be used to learn new information so it can be applied later is the game Minecraft Education. In the newest update to Minecraft Education, there is a world dedicated to chemistry that develops students understanding of atoms, molecules, and compounds. Students can experiment with mixing elements to form molecules and compounds in a digital world and then apply that information to answer an assessment question. For example, how can you make a pig float away? They have to create latex and helium starting at the subatomic level to make a balloon that they will tie to a pig so it will float away. This game hits on the 5 characteristics above because: they pay attention to the game because it is immersive and exciting, are immersed in the game play because of the first person perspective of the game, become involved with achieving the goal because students want to do something unique like making a pig fly, have a presence inside the game because they building and creating inside the game, are involved in the game play by getting immediate feedback as they explore and try new things, and are absorbed in the game because they focus on completing the task.
An example of student work in Minecraft.
Increasing Learning in Specialized Education
Games also have the potential to reach students with learning disabilities. Science is especially difficult for the learning disabled child “because complex vocabulary and phenomenological constructs were presented using inaccessible media such as expository texts.”(Marino, Gotch, Israel, Vasquez, Basham & Becht p. 87) This led the researchers to the question “Are there differences in performance on paper and pencil posttests when students with an LD participate in a video game and alternate text enhanced units compared with traditional instruction units.” (Marino, Gotch, Israel, Vasquez, Basham & Becht p. 88) The research showed that their “posttests were significantly higher than pretest scores” (p. 95) and that “students indicated that they liked having access to content in a more flexible and accessible manner” (p. 98) These results are similar to what I have noticed in the classroom. My students with learning disabilities have shown higher engagement and increased scores when we mix games in with traditional learning. It is important though, to not only focus on games to help students with learning disabilities learn vocabulary or practice concepts. I believe all students should be expected to apply their learning to new situations and that games can be a part of that. It could be that they are used to help students understand vocabulary or a game could be used to apply previous learning but every student, regardless of disability, can apply the science knowledge in some way.
Connections to Computational Thinking
“Conceptualizing, not programming” (Wing p. 35) is a characteristic of computational thinking. Writing a game from scratch is challenging, especially for middle school students, but that doesn’t mean that computational thinking can’t be a part of using games in education. “Modifying parts of a game or simulation can engage students in some programming in order to understand how the models work even when programming is not the focus of the activity.” (Klopfer, Scheintaub, Huang, Wendel & Roque p. 84) Being able to manipulate parts of a game/simulation can be used to develop students computational thinking because “it requires thinking at multiple levels of abstraction.”(Wing p. 35) It is also a good way to develop computational thinking because the results of the modification can be seen immediately in the game or simulation. By “Identifying, analyzing, and implementing possible solutions with the goal of achieving the most efficient and effective combination of steps and resources.” (Barr, Harrison, Conery) students can try multiple versions of the modification until they get the desired outcome.
Games have the potential to revolutionize education but only if it is part of a well-developed curriculum. It shouldn’t stand alone but instead be a part of a curriculum that uses them deliberately to collect data or learn new information, apply prior learning, and manipulate parts of the game/simulation to explore new situations and gather new data. For example, using Minecraft in a chemistry would be a part of the whole chemistry unit. It is great for developing the necessary background learning needed for chemistry but doesn’t include everything that would be needed to cover all the standards. Games add a new level of engagement to students and create opportunities for deeper learning with both special and regular education students. Since most students have a lot of experience with games, using them in the classroom creates a familiar and relatable environment which can lead to more engaged and better-educated students.
Simulations sites that can be used like games:
Resources:
Klopfer, E., Scheintaub, H., Huang, W., Wendel, D., & Roque, R. (2009). The Simulation Cycle: Combining Games, Simulations, Engineering and Science Using StarLogo TNG. E-Learning and Digital Media, 6(1), 71–96. https://doi.org/10.2304/elea.2009.6.1.71
Bouvier, P., Lavoué, E., & Sehaba, K. (2014). Defining Engagement and Characterizing Engaged-Behaviors in Digital Gaming. Simulation & Gaming, 45(4–5), 491–507. https://doi.org/10.1177/1046878114553571
Peña-Miguel Noemí , Sedano Hoyuelos Máximo (2014). Educational Games for Learning. Universal Journal of Educational Research, 2 , 230 - 238. doi: 10.13189/ujer.2014.020305.
Marino, M. T., Gotch, C. M., Israel, M., Vasquez, E., Basham, J. D., & Becht, K. (2014). UDL in the Middle School Science Classroom: Can Video Games and Alternative Text Heighten Engagement and Learning for Students With Learning Disabilities? Learning Disability Quarterly, 37(2), 87–99. https://doi.org/10.1177/0731948713503963
Martinez, S. L., & Stager, G. S. (2013). Invent To Learn: Making, tinkering, and engineering in the classroom. Torrance, CA: Constructing Modern Knowledge Press.
Wing, J. (2006). Computational Thinking. Communications of the ACM, 49(3), 33-35. DOI: 0.1145/1118178.1118215
Barr, D. Harrison, J. & Conery, L. (2011). International Society for Technology in Education 20-23 https://www.iste.org/docs/learning-and-leading-docs/march-2011-computational-thinking-ll386.pdf
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