Games Can Advance Education: A Conversation With James Paul Gee
Is Gaming the New Essential Literacy?
Ten Surprising Truths about Video Games and Learning
Video Games as Learning Tools
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Shapiro","firstName":"Jordan","lastName":"Shapiro","slug":"jordosh","email":"jordosh@gmail.com","display_author_email":false,"staff_mastheads":[],"title":null,"bio":"Jordan Shapiro’s academic work and publishing blend psychology, philosophy, and business in surprising ways. His internationally celebrated writing on education, parenting, and game-based learning can be found on \u003ca href=\"http://www.forbes.com/sites/jordanshapiro/\">Forbes.com\u003c/a>. He teaches in Temple University's Intellectual Heritage Department where he’s also the Digital Learning Coordinator. He is the parent of two boys (six and eight years old) and the lead administrator at \u003ca href=\"http://www.projectlearnschool.org/\">Project Learn School\u003c/a> (an independent cooperative K-8 school in Philadephia). His most recent book \u003ca href=\"http://www.amazon.com/FREEPLAY-Video-Guide-Maximum-Euphoric/dp/147938643X/ref=sr_1_4?ie=UTF8&qid=1398114780&sr=8-4&keywords=freeplay\">FREEPLAY: A Video Game Guide To Maximum Euphoric Bliss\u003c/a>, considers how the games we play in our youth shape our adult lives.","avatar":"https://secure.gravatar.com/avatar/4b111ea254a2d6423af927dd263ccb39?s=600&d=blank&r=g","twitter":"jordosh","facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"mindshift","roles":["contributor"]}],"headData":{"title":"Jordan Shapiro | 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FM","link":"/"}},"mindshift_36566":{"type":"posts","id":"mindshift_36566","meta":{"index":"posts_1591205157","site":"mindshift","id":"36566","score":null,"sort":[1404398968000]},"guestAuthors":[],"slug":"games-can-advance-education-a-conversation-with-james-paul-gee","title":"Games Can Advance Education: A Conversation With James Paul Gee","publishDate":1404398968,"format":"aside","headTitle":"The MindShift Guide to Digital Games and Learning | MindShift | KQED News","labelTerm":{"term":20669,"site":"mindshift"},"content":"\u003cfigure id=\"attachment_36573\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-36573\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/462354351-e1403928907654.jpg\" alt=\"Getty\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/06/462354351-e1403928907654.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/462354351-e1403928907654-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/462354351-e1403928907654-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Getty\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Part 10 of \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\" target=\"_blank\">MindShift's Guide to Games and Learning\u003c/a>.\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">Most people involved with games and learning are familiar with the work of \u003ca href=\"http://www.jamespaulgee.com/\" target=\"_blank\">James Paul Gee\u003c/a>. A researcher in the field of theoretical linguistics, he argues for the consideration of multiple kinds of literacy. The notion of “New Literacies” expands the conception of literacy beyond books and reading to include visual symbols and other types of representation made possible through, among other things, current digital technologies.\u003c/p>\n\u003cp>At this point in the evolution of education, it's critical that we expand our conception of literacy to include more than just words. In fact, we may need to reimagine how we nurture early literacy to make sure we provide a foundation not only for reading, but also for “New Literacies.”\u003c/p>\n\u003cp>Gee is included in this series because outside of academic psycholinguistics circles, he's especially well known for his work on video games. He’s written and edited many books on game-based learning and education. He’s influenced countless game designers and educators. Some of his theories have provided the foundation for many of the ideas I’ve covered in this series, especially those having to do with systems thinking.\u003c/p>\n\u003cp>In the following conversation with Gee, we discuss literacy, systems thinking, education, socio-economic inequality, and, of course, video games.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cb>Jordan Shapiro: Your book, \u003c/b>\u003cb>\u003ci>What Video Games Have to Teach Us About Learning and Literacy\u003c/i>\u003c/b>\u003cb>\u003ci>, \u003c/i>\u003c/b>\u003cb>is a classic in games and learning circles. It is rare that I meet a game developer who doesn’t mention it. Did you expect it to have such a big impact when you wrote it?\u003c/b>\u003c/p>\n\u003cp>\u003cb>James Paul Gee:\u003c/b> No, I did not expect such a big impact. I wrote the book because my then six-year-old’s gaming turned me on to try an adult game. I had never played video games before.\u003c/p>\n\u003cp>I was, at first, truly amazed by how hard and long they were. To learn to play them well required a great deal of persistence past failure. Eventually, I loved playing games and realized that if I did not write about them I would not have an academic career anymore.\u003c/p>\n\u003cp>\u003cb>JS: One of key concepts in the book is that literacy is about more than just reading words. I find that it is a bit of a leap for people who aren’t familiar with linguistics to grasp that idea. These days we talk about “digital literacy” and “financial literacy” as if it just means “competency.” But it is more complicated than that. Can you briefly explain how literacy and systems thinking are related?\u003c/b>\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We cannot change our society in one fell swoop. Sneak in, move quietly, attack unseen, put away the suit—be a snake.\"\u003c/aside>\n\u003cp>\u003cb>JG: \u003c/b>The human brain devotes only one special function to reading (namely, decoding sounds into letters and vice-versa). Otherwise, all the mental capacities that we use to understand and give meaning to print are the very same ones we use to understand and give meaning to oral language and to the world.\u003c/p>\n\u003cp>Current work on the mind argues that words gain meaning from experiences we have had in the world. We use our previous experiences to build simulations (images and actions) that we attach to words to assign them contextually appropriate meanings.\u003c/p>\n\u003cp>In a sense, then, video games are like an external version of the mind. When we understand things and plan actions we run game-like role-playing simulations in our heads. In a sense, our mind is a game engine. We can combine elements from disparate experiences and create fantasies and think through complex problems.\u003c/p>\n\u003cp>System thinking involves being able to think in terms of complex interacting variables that make a system more than the sum of its parts. We most certainly want to see much of the social and natural world in these terms, since being stupid about systems (e.g., global warming) can lead to nasty unintended consequences.\u003c/p>\n\u003cp>\u003cimg class=\"size-thumbnail wp-image-35200 alignright\" style=\"border: 0\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/MindShiftGames-140x140.png\" alt=\"MindShiftGames\" width=\"140\" height=\"140\">\u003c/p>\n\u003cp>Video games are complex systems composed of rules that interact. Gamers must think like a designer and form hypotheses about how the rules interact so they can accomplish goals and even bring about emergent results. Thinking like a designer in order to understand systems is a core 21st Century skill.\u003c/p>\n\u003cp>\u003cb>JS: Okay, so systems thinking is related to literacy, but certainly playing video games won’t teach kids how to read books, will it? In fact, the way you’re talking about literacy, it applies to more than just the language arts. And thinking in this way about literacy makes it easy to see that STEM and ELA are fundamentally both just semiotic systems. Why is this concept so important to the future of education? \u003c/b>\u003c/p>\n\u003cp>\u003cb>JG: \u003c/b>Understanding oral and written language involves essentially running video-game like simulations in our heads. We run problem-based simulations where we try out various actions in our heads (as ourselves or someone else) and gauge their possible consequences.\u003c/p>\n\u003cp>A game manual is given meaning by the game world it is about, not by a dictionary. A physics textbook is a “game manual” for the actions, experiences, and problem solving that physicists engage in. The textbook, too, is given meaning by the “game” and the world it is played in (a somewhat different world than our everyday world, since physicists, thanks to their tools, can see things like electrons).\u003c/p>\n\u003cp>In school, we give people texts when they have not had enough experience in the worlds the texts are about, the experiences that give the texts meaning. It is as if we were to give kids game manuals without the games. It only works for kids who are getting a lot of experiences at home—backed up by lots of talk with adults about these experiences, talk which helps the kids learn to map language on to experience and vice-versa—but it is disastrous for less advantaged kids.\u003c/p>\n\u003cp>Whether it is STEM or ELA, if we do not deliver the game, but only the text, we do not get problem solvers and system thinkers, we get, at best, paper-and-pencil test passers.\u003c/p>\n\u003cp>\u003cb>JS: Clearly, you’re not just proposing that we throw video games into the existing educational landscape willy nilly, are you? It is not that games are going to improve test scores or content retention. You’re suggesting we need to fundamentally change the way we think about learning--or at least the way we think about what and how we TEACH. Can you explain?\u003c/b>\u003c/p>\n\u003cp>\u003cb>JG: \u003c/b>Yes and Amen\u003cb>. \u003c/b>Games can be used—like any other technology—to instantiate the current paradigm of mindless testing, punitive accountability, and fact-based education untied to thinking or problem solving. However, this is like using a machine gun to kill an ant.\u003c/p>\n\u003cp>Games and other related technologies—together of course with talk and texts—have the potential to radically change the paradigm and unless we do change the paradigm they will just be co-opted by the current grammar of schooling.\u003c/p>\n\u003cp>[contextly_sidebar id=\"52e2e87a7242e283de52ab5570606319\"]\u003c/p>\n\u003cp>Schools today contribute to our massive inequality by providing (some of) the rich with a good education and the poor with test-prep to fit them for future service jobs. In the face of making profit and competing with near monopolies, it is easy to sell out and become part of the problem and not part of the solution.\u003c/p>\n\u003cp>There is a reason why the great game heroes we love (e.g., Solid Snake, Gordon Freeman, Lara Croft, Mario) don’t wear suits.\u003c/p>\n\u003cp>\u003cb>JS: It seems to me, then, that your message is more about learning from games than it is about using games. Am I correct? Your (and my) vision of a utopian school doesn’t look like a video game convention full of kids clutching joysticks. So, if you had to pick one primary way of thinking about learning/teaching that our schools should appropriate from video game developers--the big soundbite takeaway--what would it be? \u003c/b>\u003c/p>\n\u003cp>\u003cstrong>JG:\u003c/strong> I want to bring rich, well-mentored, well-designed learning systems to school. These systems would connect digital tools, other technologies, interactions, talk, and text (each being used for what they are best for) to marry experience and language in the name of problem-solving and design thinking.\u003c/p>\n\u003cfigure id=\"attachment_36569\" class=\"wp-caption alignleft\" style=\"max-width: 254px\">\u003cimg class=\"size-full wp-image-36569\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/gjames_l.jpg\" alt=\"James Paul Gee\" width=\"254\" height=\"237\">\u003cfigcaption class=\"wp-caption-text\">James Paul Gee\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cb>JS: Still, video games can be one tool that’s used in the classroom, right? It is possible to design really impactful game-based learning platforms, isn’t it? In addition to the lessons we can learn about education from video games, do you think we should continue to integrate games into some parts of the school curricula? \u003c/b>\u003c/p>\n\u003cp>\u003cb>JG: \u003c/b>Of course. But I am against any one tool (think textbook) being used for everything. I want all the best tools we have used in concert with each other to create collective intelligence. I want tools to be recruited in a learning system to do the jobs for which they are best fitted (which might be different in differently designed learning systems).\u003c/p>\n\u003cp>For example, games are often good for preparation for future learning, motivation, and getting lots of practice in core skills and concepts at an experiential level. They can be good, as well, at helping learners to form non-cognitive skills like passion-fueled persistence past failure in the name of copious deliberate (thoughtful, strategic) practice.\u003c/p>\n\u003cp>\u003cb>JS: How about on a practical everyday level? Teachers are operating within an environment that you’ve called a “toxic mess.” They might change the way they think about education and literacy, but actually changing the way they teach is a much bigger challenge. Parents and politicians say they want to fix education, but they stubbornly resist anything that looks like a paradigm shift. Do you have any suggestions for how teachers might begin to make incremental changes within a maddening infrastructure?\u003c/b>\u003c/p>\n\u003cp>\u003cstrong>JG:\u003c/strong> The goal is not to make the prison better, it is to let the prisoners (students and teachers) free. Our society today is a mess. We have the highest level of inequality we have ever had. We readily ignore and even disdain evidence (e.g., global warming, evolution). We have a casino capitalism unmoored from productivity or social good. School reform has very little to do with schools.\u003c/p>\n\u003cp>There are no other silver bullets. The problem of making school good for everyone is one of having the \u003ci>social will\u003c/i> to gain more equality in our society, to honor more than money and status, and to give everyone the right to be a producer and participant--not just a consumer and spectator.\u003c/p>\n\u003cp>We keep talking about schools and teachers, because we do not want to talk about society, ourselves, and the craven way we have empowered the rich, corporations, and rampant social Darwinism. We cannot change our society in one fell swoop.\u003c/p>\n\u003cp>Sneak in, move quietly, attack unseen, put away the suit—be a snake.\u003c/p>\n\u003cp>\u003cb>JS: In your most recent book, \u003c/b>\u003cb>\u003ci>The Anti-Education Era: Creating Smarter Students Through Digital Learning, \u003c/i>\u003c/b>\u003cb>you express a lot of concern about how technology is integrated into schools. What is it that worries you?\u003c/b>\u003c/p>\n\u003cp>\u003cb>JG: \u003c/b>What worries me is the way in which we in the United States have enshrined human stupidity. In an age where interacting complex systems are killing us with the consequences of greed and stupidity, we regularly disdain evidence and honor ideology. Lots of Americans believe the Earth is about 6000 years old, do not believe in evolution, and think that Christianity was about wealth and a form of social Darwinism.\u003c/p>\n\u003cp>For me, evidence means trying to do something in the world (as an everyday person or a scientist) and paying close and respectful attention to how the world responds to our “probe.” Is its response good for our goals or should we rethink and act again in a new way? When we disrespect the world, the world bites back and, boy, is it biting back now.\u003c/p>\n\u003cp>Our current situation is now too dire and the complexity of the world is now too great for us to any longer rely on traditional silo-based notions of expertise (look what Alan Greenspan did to the global economy).\u003c/p>\n\u003cp>We need collective intelligence where we view humans, in mind and body, as plug and play devices that get smart only when they are plugged into good tools, good people, and good practices in the service of pooling knowledge and diversity to make the world a better place. Games like \u003ci>Foldit\u003c/i> or things like \u003ci>Galaxy Zoo\u003c/i> are already interesting beginnings here. Digital and social media can niche our silos into pure echo chambers or they can create worlds of new experiences and possibilities.\u003c/p>\n\u003cp>\u003cb>JS: What do parents and educators need to know about the future of education and the future of game-based learning? Some things about edtech are inevitable, are there places where we need to be especially mindful?\u003c/b>\u003c/p>\n\u003cp>\u003cstrong>JG:\u003c/strong> When I say in talks that Armageddon is upon us, people laugh and dismiss the claim as far-fetched. But the reality is Armageddon has already come for untold millions of people in the world who are starving and dying as the consequences of global warming, the global economy, and conflicts over resources.\u003c/p>\n\u003cp>It is clear from massive amounts of research that while we cannot predict what will happen in the future—because we have created a swarm of black swans due our greed and stupidity—we can say it will be a time of great change and transformation.\u003c/p>\n\u003cp>People and institutions will have to be resilient and change with change. They will have to gain very real skills with critical thinking and complexity in order not to be dupes and victims of the rich, corporations, media, and governments. They must become activists, knowers, producers, and participants and plug into and play with right team of people and tools.\u003c/p>\n\u003cp>This requires ethical thinking and a vision for a better world. People must become proactive, deliberate learners in and out of school and for their lifetimes. Good parents and good teachers must mentor them to be such deliberate, strategic, and ethical learners. Then people will face the future as gamers gaming systems to mod our world.\u003c/p>\n\u003cp>\u003cb>JS: Anything else you want to say that I haven’t asked you about?\u003c/b>\u003c/p>\n\u003cp>\u003cstrong>JG:\u003c/strong> Don’t trust people in suits who don’t game.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>The \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\" target=\"_blank\">MindShift Guide to Games and Learning\u003c/a> is made possible through the generous support of the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/math-science-history-games-break-boundaries-between-subjects-interdisciplinary-learning/www.joanganzcooneycenter.org/\" target=\"_blank\">Joan Ganz Cooney Center\u003c/a> and is a project of the \u003ca href=\"http://www.joanganzcooneycenter.org/initiative/games-and-learning-publishing-council-analyzing-a-rising-sector/\" target=\"_blank\">Games and Learning Publishing Council\u003c/a>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Games and learning champion James Paul Gee discusses literacy, systems thinking, education, socio-economic inequality, and, of course, video games.","status":"publish","parent":0,"modified":1404932053,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":50,"wordCount":2479},"headData":{"title":"Games Can Advance Education: A Conversation With James Paul Gee | KQED","description":"Games and learning champion James Paul Gee discusses literacy, systems thinking, education, socio-economic inequality, and, of course, video games.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Games Can Advance Education: A Conversation With James Paul Gee","datePublished":"2014-07-03T14:49:28.000Z","dateModified":"2014-07-09T18:54:13.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"36566 http://blogs.kqed.org/mindshift/?p=36566","disqusUrl":"https://ww2.kqed.org/mindshift/2014/07/03/games-can-advance-education-a-conversation-with-james-paul-gee/","disqusTitle":"Games Can Advance Education: A Conversation With James Paul Gee","path":"/mindshift/36566/games-can-advance-education-a-conversation-with-james-paul-gee","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_36573\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-36573\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/462354351-e1403928907654.jpg\" alt=\"Getty\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/06/462354351-e1403928907654.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/462354351-e1403928907654-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/462354351-e1403928907654-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Getty\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Part 10 of \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\" target=\"_blank\">MindShift's Guide to Games and Learning\u003c/a>.\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">Most people involved with games and learning are familiar with the work of \u003ca href=\"http://www.jamespaulgee.com/\" target=\"_blank\">James Paul Gee\u003c/a>. A researcher in the field of theoretical linguistics, he argues for the consideration of multiple kinds of literacy. The notion of “New Literacies” expands the conception of literacy beyond books and reading to include visual symbols and other types of representation made possible through, among other things, current digital technologies.\u003c/p>\n\u003cp>At this point in the evolution of education, it's critical that we expand our conception of literacy to include more than just words. In fact, we may need to reimagine how we nurture early literacy to make sure we provide a foundation not only for reading, but also for “New Literacies.”\u003c/p>\n\u003cp>Gee is included in this series because outside of academic psycholinguistics circles, he's especially well known for his work on video games. He’s written and edited many books on game-based learning and education. He’s influenced countless game designers and educators. Some of his theories have provided the foundation for many of the ideas I’ve covered in this series, especially those having to do with systems thinking.\u003c/p>\n\u003cp>In the following conversation with Gee, we discuss literacy, systems thinking, education, socio-economic inequality, and, of course, video games.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cb>Jordan Shapiro: Your book, \u003c/b>\u003cb>\u003ci>What Video Games Have to Teach Us About Learning and Literacy\u003c/i>\u003c/b>\u003cb>\u003ci>, \u003c/i>\u003c/b>\u003cb>is a classic in games and learning circles. It is rare that I meet a game developer who doesn’t mention it. Did you expect it to have such a big impact when you wrote it?\u003c/b>\u003c/p>\n\u003cp>\u003cb>James Paul Gee:\u003c/b> No, I did not expect such a big impact. I wrote the book because my then six-year-old’s gaming turned me on to try an adult game. I had never played video games before.\u003c/p>\n\u003cp>I was, at first, truly amazed by how hard and long they were. To learn to play them well required a great deal of persistence past failure. Eventually, I loved playing games and realized that if I did not write about them I would not have an academic career anymore.\u003c/p>\n\u003cp>\u003cb>JS: One of key concepts in the book is that literacy is about more than just reading words. I find that it is a bit of a leap for people who aren’t familiar with linguistics to grasp that idea. These days we talk about “digital literacy” and “financial literacy” as if it just means “competency.” But it is more complicated than that. Can you briefly explain how literacy and systems thinking are related?\u003c/b>\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We cannot change our society in one fell swoop. Sneak in, move quietly, attack unseen, put away the suit—be a snake.\"\u003c/aside>\n\u003cp>\u003cb>JG: \u003c/b>The human brain devotes only one special function to reading (namely, decoding sounds into letters and vice-versa). Otherwise, all the mental capacities that we use to understand and give meaning to print are the very same ones we use to understand and give meaning to oral language and to the world.\u003c/p>\n\u003cp>Current work on the mind argues that words gain meaning from experiences we have had in the world. We use our previous experiences to build simulations (images and actions) that we attach to words to assign them contextually appropriate meanings.\u003c/p>\n\u003cp>In a sense, then, video games are like an external version of the mind. When we understand things and plan actions we run game-like role-playing simulations in our heads. In a sense, our mind is a game engine. We can combine elements from disparate experiences and create fantasies and think through complex problems.\u003c/p>\n\u003cp>System thinking involves being able to think in terms of complex interacting variables that make a system more than the sum of its parts. We most certainly want to see much of the social and natural world in these terms, since being stupid about systems (e.g., global warming) can lead to nasty unintended consequences.\u003c/p>\n\u003cp>\u003cimg class=\"size-thumbnail wp-image-35200 alignright\" style=\"border: 0\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/MindShiftGames-140x140.png\" alt=\"MindShiftGames\" width=\"140\" height=\"140\">\u003c/p>\n\u003cp>Video games are complex systems composed of rules that interact. Gamers must think like a designer and form hypotheses about how the rules interact so they can accomplish goals and even bring about emergent results. Thinking like a designer in order to understand systems is a core 21st Century skill.\u003c/p>\n\u003cp>\u003cb>JS: Okay, so systems thinking is related to literacy, but certainly playing video games won’t teach kids how to read books, will it? In fact, the way you’re talking about literacy, it applies to more than just the language arts. And thinking in this way about literacy makes it easy to see that STEM and ELA are fundamentally both just semiotic systems. Why is this concept so important to the future of education? \u003c/b>\u003c/p>\n\u003cp>\u003cb>JG: \u003c/b>Understanding oral and written language involves essentially running video-game like simulations in our heads. We run problem-based simulations where we try out various actions in our heads (as ourselves or someone else) and gauge their possible consequences.\u003c/p>\n\u003cp>A game manual is given meaning by the game world it is about, not by a dictionary. A physics textbook is a “game manual” for the actions, experiences, and problem solving that physicists engage in. The textbook, too, is given meaning by the “game” and the world it is played in (a somewhat different world than our everyday world, since physicists, thanks to their tools, can see things like electrons).\u003c/p>\n\u003cp>In school, we give people texts when they have not had enough experience in the worlds the texts are about, the experiences that give the texts meaning. It is as if we were to give kids game manuals without the games. It only works for kids who are getting a lot of experiences at home—backed up by lots of talk with adults about these experiences, talk which helps the kids learn to map language on to experience and vice-versa—but it is disastrous for less advantaged kids.\u003c/p>\n\u003cp>Whether it is STEM or ELA, if we do not deliver the game, but only the text, we do not get problem solvers and system thinkers, we get, at best, paper-and-pencil test passers.\u003c/p>\n\u003cp>\u003cb>JS: Clearly, you’re not just proposing that we throw video games into the existing educational landscape willy nilly, are you? It is not that games are going to improve test scores or content retention. You’re suggesting we need to fundamentally change the way we think about learning--or at least the way we think about what and how we TEACH. Can you explain?\u003c/b>\u003c/p>\n\u003cp>\u003cb>JG: \u003c/b>Yes and Amen\u003cb>. \u003c/b>Games can be used—like any other technology—to instantiate the current paradigm of mindless testing, punitive accountability, and fact-based education untied to thinking or problem solving. However, this is like using a machine gun to kill an ant.\u003c/p>\n\u003cp>Games and other related technologies—together of course with talk and texts—have the potential to radically change the paradigm and unless we do change the paradigm they will just be co-opted by the current grammar of schooling.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Schools today contribute to our massive inequality by providing (some of) the rich with a good education and the poor with test-prep to fit them for future service jobs. In the face of making profit and competing with near monopolies, it is easy to sell out and become part of the problem and not part of the solution.\u003c/p>\n\u003cp>There is a reason why the great game heroes we love (e.g., Solid Snake, Gordon Freeman, Lara Croft, Mario) don’t wear suits.\u003c/p>\n\u003cp>\u003cb>JS: It seems to me, then, that your message is more about learning from games than it is about using games. Am I correct? Your (and my) vision of a utopian school doesn’t look like a video game convention full of kids clutching joysticks. So, if you had to pick one primary way of thinking about learning/teaching that our schools should appropriate from video game developers--the big soundbite takeaway--what would it be? \u003c/b>\u003c/p>\n\u003cp>\u003cstrong>JG:\u003c/strong> I want to bring rich, well-mentored, well-designed learning systems to school. These systems would connect digital tools, other technologies, interactions, talk, and text (each being used for what they are best for) to marry experience and language in the name of problem-solving and design thinking.\u003c/p>\n\u003cfigure id=\"attachment_36569\" class=\"wp-caption alignleft\" style=\"max-width: 254px\">\u003cimg class=\"size-full wp-image-36569\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/gjames_l.jpg\" alt=\"James Paul Gee\" width=\"254\" height=\"237\">\u003cfigcaption class=\"wp-caption-text\">James Paul Gee\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cb>JS: Still, video games can be one tool that’s used in the classroom, right? It is possible to design really impactful game-based learning platforms, isn’t it? In addition to the lessons we can learn about education from video games, do you think we should continue to integrate games into some parts of the school curricula? \u003c/b>\u003c/p>\n\u003cp>\u003cb>JG: \u003c/b>Of course. But I am against any one tool (think textbook) being used for everything. I want all the best tools we have used in concert with each other to create collective intelligence. I want tools to be recruited in a learning system to do the jobs for which they are best fitted (which might be different in differently designed learning systems).\u003c/p>\n\u003cp>For example, games are often good for preparation for future learning, motivation, and getting lots of practice in core skills and concepts at an experiential level. They can be good, as well, at helping learners to form non-cognitive skills like passion-fueled persistence past failure in the name of copious deliberate (thoughtful, strategic) practice.\u003c/p>\n\u003cp>\u003cb>JS: How about on a practical everyday level? Teachers are operating within an environment that you’ve called a “toxic mess.” They might change the way they think about education and literacy, but actually changing the way they teach is a much bigger challenge. Parents and politicians say they want to fix education, but they stubbornly resist anything that looks like a paradigm shift. Do you have any suggestions for how teachers might begin to make incremental changes within a maddening infrastructure?\u003c/b>\u003c/p>\n\u003cp>\u003cstrong>JG:\u003c/strong> The goal is not to make the prison better, it is to let the prisoners (students and teachers) free. Our society today is a mess. We have the highest level of inequality we have ever had. We readily ignore and even disdain evidence (e.g., global warming, evolution). We have a casino capitalism unmoored from productivity or social good. School reform has very little to do with schools.\u003c/p>\n\u003cp>There are no other silver bullets. The problem of making school good for everyone is one of having the \u003ci>social will\u003c/i> to gain more equality in our society, to honor more than money and status, and to give everyone the right to be a producer and participant--not just a consumer and spectator.\u003c/p>\n\u003cp>We keep talking about schools and teachers, because we do not want to talk about society, ourselves, and the craven way we have empowered the rich, corporations, and rampant social Darwinism. We cannot change our society in one fell swoop.\u003c/p>\n\u003cp>Sneak in, move quietly, attack unseen, put away the suit—be a snake.\u003c/p>\n\u003cp>\u003cb>JS: In your most recent book, \u003c/b>\u003cb>\u003ci>The Anti-Education Era: Creating Smarter Students Through Digital Learning, \u003c/i>\u003c/b>\u003cb>you express a lot of concern about how technology is integrated into schools. What is it that worries you?\u003c/b>\u003c/p>\n\u003cp>\u003cb>JG: \u003c/b>What worries me is the way in which we in the United States have enshrined human stupidity. In an age where interacting complex systems are killing us with the consequences of greed and stupidity, we regularly disdain evidence and honor ideology. Lots of Americans believe the Earth is about 6000 years old, do not believe in evolution, and think that Christianity was about wealth and a form of social Darwinism.\u003c/p>\n\u003cp>For me, evidence means trying to do something in the world (as an everyday person or a scientist) and paying close and respectful attention to how the world responds to our “probe.” Is its response good for our goals or should we rethink and act again in a new way? When we disrespect the world, the world bites back and, boy, is it biting back now.\u003c/p>\n\u003cp>Our current situation is now too dire and the complexity of the world is now too great for us to any longer rely on traditional silo-based notions of expertise (look what Alan Greenspan did to the global economy).\u003c/p>\n\u003cp>We need collective intelligence where we view humans, in mind and body, as plug and play devices that get smart only when they are plugged into good tools, good people, and good practices in the service of pooling knowledge and diversity to make the world a better place. Games like \u003ci>Foldit\u003c/i> or things like \u003ci>Galaxy Zoo\u003c/i> are already interesting beginnings here. Digital and social media can niche our silos into pure echo chambers or they can create worlds of new experiences and possibilities.\u003c/p>\n\u003cp>\u003cb>JS: What do parents and educators need to know about the future of education and the future of game-based learning? Some things about edtech are inevitable, are there places where we need to be especially mindful?\u003c/b>\u003c/p>\n\u003cp>\u003cstrong>JG:\u003c/strong> When I say in talks that Armageddon is upon us, people laugh and dismiss the claim as far-fetched. But the reality is Armageddon has already come for untold millions of people in the world who are starving and dying as the consequences of global warming, the global economy, and conflicts over resources.\u003c/p>\n\u003cp>It is clear from massive amounts of research that while we cannot predict what will happen in the future—because we have created a swarm of black swans due our greed and stupidity—we can say it will be a time of great change and transformation.\u003c/p>\n\u003cp>People and institutions will have to be resilient and change with change. They will have to gain very real skills with critical thinking and complexity in order not to be dupes and victims of the rich, corporations, media, and governments. They must become activists, knowers, producers, and participants and plug into and play with right team of people and tools.\u003c/p>\n\u003cp>This requires ethical thinking and a vision for a better world. People must become proactive, deliberate learners in and out of school and for their lifetimes. Good parents and good teachers must mentor them to be such deliberate, strategic, and ethical learners. Then people will face the future as gamers gaming systems to mod our world.\u003c/p>\n\u003cp>\u003cb>JS: Anything else you want to say that I haven’t asked you about?\u003c/b>\u003c/p>\n\u003cp>\u003cstrong>JG:\u003c/strong> Don’t trust people in suits who don’t game.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>The \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\" target=\"_blank\">MindShift Guide to Games and Learning\u003c/a> is made possible through the generous support of the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/math-science-history-games-break-boundaries-between-subjects-interdisciplinary-learning/www.joanganzcooneycenter.org/\" target=\"_blank\">Joan Ganz Cooney Center\u003c/a> and is a project of the \u003ca href=\"http://www.joanganzcooneycenter.org/initiative/games-and-learning-publishing-council-analyzing-a-rising-sector/\" target=\"_blank\">Games and Learning Publishing Council\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/36566/games-can-advance-education-a-conversation-with-james-paul-gee","authors":["4557"],"series":["mindshift_20669"],"categories":["mindshift_192"],"tags":["mindshift_1040","mindshift_20902","mindshift_20655","mindshift_331"],"featImg":"mindshift_36573","label":"mindshift_20669"},"mindshift_16126":{"type":"posts","id":"mindshift_16126","meta":{"index":"posts_1591205157","site":"mindshift","id":"16126","score":null,"sort":[1318876247000]},"guestAuthors":[],"slug":"can-playing-games-teach-literacy","title":"Is Gaming the New Essential Literacy? ","publishDate":1318876247,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-16130\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/ipad-300x224.jpg\" alt=\"\" width=\"300\" height=\"224\">\n\u003cp class=\"wp-media-credit\">TB\u003c/p>\n\u003c/div>\n\u003ch5>By Aran Levassur\u003c/h5>\n\u003cp>\"When people learn to play video games,\" said James Paul Gee, \"they are learning a new \u003cem>literacy\u003c/em>.\"\u003c/p>\n\u003cp>This is one of the reason kids love playing them: They are learning a new interactive language that grants them access to virtual worlds that are filled with intrigue, engagement and meaningful challenges. And one that feels more congruent with the nature and trajectory of today's world.\u003c/p>\n\u003cp>As our commerce and culture migrates further into this emerging digital ecosystem it becomes more critical that we develop digital literacy, of which video games inhabit a large portion.\u003c/p>\n\u003cp>Gee, a linguist and professor of literacy studies at Arizona State University, thinks we should expand the traditional definition of literacy beyond reading and writing because language isn't the only communication system available in today's world. And there is no better example of a new form of media that communicates distinctive types of meaning than video games.\u003c/p>\n\u003cp>\u003cstrong>THE LITERACY OF PROBLEM-SOLVING\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Although games can be immensely entertaining, it would be a mistake to consider them as only a form of entertainment. Games are fun, but their real value lies in leveraging play and exploration as a mode of learning the literacy of problem-solving, which lowers the emotional stakes of failing.\u003c/p>\n\u003caside class=\"pullquote alignleft\">A critical part of being literate in the digital age means being able to solve problems through simulations and collaboration.\u003c/aside>\n\u003cp>In Sir Ken Robinson's TED talk, \u003ca href=\"http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.html\">Do Schools Kill Creativity?\u003c/a>, he reminds us that our educational system has stigmatized mistakes. As a result, kids are frightened of being wrong. Yet if we are not prepared to be wrong than we won't be able to come up with anything creative or solve complex problems. Videogames, on the other hand, embed trial and error into the foundation of gameplay.\u003c/p>\n\u003cp>Kids aren't naturally great at gaming the first time. They develop mastery through disciplined practice -- a path marked by dead-ends, wrong turns and blunders. Yet gamers aren't angst-ridden \u003c!--more-->about making wrong decisions because games encourage a growth mindset. Mistakes are how one figures out what doesn't work and provides the impetus to zero in on what might.\u003c/p>\n\u003cp>Conversely, the game of modern education revolves around right and wrong answers. Now this kind of learning may be appropriate in some instances, say, when you want a student to remember the capitals of countries. That method is important, but it can only take you so far. It certainly can't penetrate more sophisticated, and I would argue, more important questions, such as: How does geography shape culture?\u003c/p>\n\u003cp>Games on the other hand, cultivate problem-solving, that, with that right kind of scaffolding, could begin to gain traction with these more exploratory questions and knowledge.\u003c/p>\n\u003cp>\u003cstrong>FOCUSING ON THE PROCESS, NOT THE CONTENT\u003c/strong>\u003c/p>\n\u003cp>Much of the critique leveled at videogames is oriented around their content. In \u003ca href=\"http://www.amazon.com/Everything-Bad-Good-You-Actually/dp/1573223077\">Everything Bad Is Good For You\u003c/a>, Steven Johnson writes of a hypothetical high school English teacher admonishing videogames' lack of content: \"There's no psychological depth here, no moral quandaries, no poetry. And he'd be right! But comparing these games to 'The Iliad' or 'The Great Gatsby' or 'Hamlet' relies on a false premise: that the intelligence of these games lies in their content, in the themes and characters they represent.\"\u003c/p>\n\u003cp>Games are based on problems to solve, not content. This doesn't mean that game-based problem-solving should eclipse learning content, but I think we are increasingly seeing that a critical part of being literate in the digital age means being able to solve problems through simulations and collaboration.\u003c/p>\n\u003cp>Videogames, and the type of learning and thinking they generate, may serve as a cornerstone for education and economies of the future.\u003c/p>\n\u003cp>In their book, \u003ca href=\"http://www.amazon.com/Rethinking-Education-Technology-Education-Connections-Education-Connections/dp/0807750026\">Rethinking Education in the Age of Technology\u003c/a>, Allan Collins and Richard Halverson state that \"policymakers interested in preparing students for success in the 21st-century economy would do well ... to appreciate how skills developed through navigating virtual environments might pay off in the workplace ... [and how] the new skills and dispositions of the gamer generation will transform the workplace. The gamer generation will push for work environments to incorporate more virtual aspects in fields, such as market analysis, and social and economic modeling. Gamers, for example, have abundant experience making big decisions, coordinating resources, and experimenting with complex strategies in game-based simulations.\"\u003c/p>\n\u003cp>\u003cstrong>MAKING THE MOST OF GAMING FOR YOUR KIDS\u003c/strong>\u003c/p>\n\u003cp>Although video games have great potential to be powerful vehicles for learning, there is no guarantee this will happen. Just as there is no guarantee that someone will understand the themes and symbols of \u003cem>The Lord of the Flies\u003c/em> by simply reading it. As a result, kids need parents, teachers and their peers to engage their gaming in thoughtful ways. While there could be a long list of recommended practice, for simplicity sake I've reduced the list to three preliminary suggestions.\u003c/p>\n\u003col start=\"1\">\n\u003cli>Play games. Otherwise how can you have meaningful conversations about them? Not learning how to play games would be akin to talking about \"The Lord of the Flies\" without having learned to read.\u003c/li>\n\u003cli>Connect games to books, movies, TV and the world around them. By thinking about games beyond their boundaries we can cultivate pattern recognition across media platforms and parlay the problem-solving of gaming into the real world.\u003c/li>\n\u003cli>Have your students or kids collaborate with other peers to analyze and interpret games, as well share strategies. There has been a raft of research in recent years that extols the wisdom of the crowd and the logic of the swarm. Through collaboration and networking kids can learn to enhance their own perspectives, ideas and, perhaps, contribute to a whole that is greater than the sum of its parts.\u003c/li>\n\u003c/ol>\n\u003cp>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/can-playing-games-teach-literacy/pbs-mediashift-logo-final-6/\" rel=\"attachment wp-att-16140\">\u003cimg class=\"alignleft size-full wp-image-16140\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/pbs-mediashift-logo-final.jpg\" alt=\"\" width=\"54\" height=\"54\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/10/pbs-mediashift-logo-final.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/pbs-mediashift-logo-final-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/pbs-mediashift-logo-final-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/pbs-mediashift-logo-final-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/pbs-mediashift-logo-final-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/pbs-mediashift-logo-final-75x75.jpg 75w\" sizes=\"(max-width: 54px) 100vw, 54px\">\u003c/a>This story was originally published by\u003ca href=\"http://www.pbs.org/mediashift/2011/05/childrens-magazines-cater-to-true-early-adopters-with-mobile-apps137.html\"> PBS MediaShift\u003c/a>, covering the intersection of \u003c/em>\u003cem> \u003c/em>\u003cem>media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook\u003c/a>.\u003c/em>\u003cem> Read more in the \u003ca href=\"http://www.pbs.org/mediashift/2011/08/special-series-kids-media214.html\">Kids & Media series\u003c/a> on MediaShift.\u003c/em>\u003c/p>\n\u003cp>\u003cem>Aran Levasseur has an eclectic background that ranges from outdoor education to life coaching, and from habitat restoration to video production. For the last five years he's taught middle school history and science. From the beginning he's been integrating technology into his classes to enhance his teaching and student learning. He recently gave \u003ca href=\"http://vimeo.com/22398353\">a talk at TEDxSFED on videogames and learning\u003c/a>. Currently he's the Academic Technology Coordinator at San Francisco University High School.\u003c/em>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1318878139,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":1076},"headData":{"title":"Is Gaming the New Essential Literacy? | KQED","description":"TB By Aran Levassur "When people learn to play video games," said James Paul Gee, "they are learning a new literacy." This is one of the reason kids love playing them: They are learning a new interactive language that grants them access to virtual worlds that are filled with intrigue, engagement and meaningful challenges. And","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Is Gaming the New Essential Literacy? ","datePublished":"2011-10-17T18:30:47.000Z","dateModified":"2011-10-17T19:02:19.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"16126 http://blogs.kqed.org/mindshift/?p=16126","disqusUrl":"https://ww2.kqed.org/mindshift/2011/10/17/can-playing-games-teach-literacy/","disqusTitle":"Is Gaming the New Essential Literacy? ","path":"/mindshift/16126/can-playing-games-teach-literacy","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-16130\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/ipad-300x224.jpg\" alt=\"\" width=\"300\" height=\"224\">\n\u003cp class=\"wp-media-credit\">TB\u003c/p>\n\u003c/div>\n\u003ch5>By Aran Levassur\u003c/h5>\n\u003cp>\"When people learn to play video games,\" said James Paul Gee, \"they are learning a new \u003cem>literacy\u003c/em>.\"\u003c/p>\n\u003cp>This is one of the reason kids love playing them: They are learning a new interactive language that grants them access to virtual worlds that are filled with intrigue, engagement and meaningful challenges. And one that feels more congruent with the nature and trajectory of today's world.\u003c/p>\n\u003cp>As our commerce and culture migrates further into this emerging digital ecosystem it becomes more critical that we develop digital literacy, of which video games inhabit a large portion.\u003c/p>\n\u003cp>Gee, a linguist and professor of literacy studies at Arizona State University, thinks we should expand the traditional definition of literacy beyond reading and writing because language isn't the only communication system available in today's world. And there is no better example of a new form of media that communicates distinctive types of meaning than video games.\u003c/p>\n\u003cp>\u003cstrong>THE LITERACY OF PROBLEM-SOLVING\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Although games can be immensely entertaining, it would be a mistake to consider them as only a form of entertainment. Games are fun, but their real value lies in leveraging play and exploration as a mode of learning the literacy of problem-solving, which lowers the emotional stakes of failing.\u003c/p>\n\u003caside class=\"pullquote alignleft\">A critical part of being literate in the digital age means being able to solve problems through simulations and collaboration.\u003c/aside>\n\u003cp>In Sir Ken Robinson's TED talk, \u003ca href=\"http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.html\">Do Schools Kill Creativity?\u003c/a>, he reminds us that our educational system has stigmatized mistakes. As a result, kids are frightened of being wrong. Yet if we are not prepared to be wrong than we won't be able to come up with anything creative or solve complex problems. Videogames, on the other hand, embed trial and error into the foundation of gameplay.\u003c/p>\n\u003cp>Kids aren't naturally great at gaming the first time. They develop mastery through disciplined practice -- a path marked by dead-ends, wrong turns and blunders. Yet gamers aren't angst-ridden \u003c!--more-->about making wrong decisions because games encourage a growth mindset. Mistakes are how one figures out what doesn't work and provides the impetus to zero in on what might.\u003c/p>\n\u003cp>Conversely, the game of modern education revolves around right and wrong answers. Now this kind of learning may be appropriate in some instances, say, when you want a student to remember the capitals of countries. That method is important, but it can only take you so far. It certainly can't penetrate more sophisticated, and I would argue, more important questions, such as: How does geography shape culture?\u003c/p>\n\u003cp>Games on the other hand, cultivate problem-solving, that, with that right kind of scaffolding, could begin to gain traction with these more exploratory questions and knowledge.\u003c/p>\n\u003cp>\u003cstrong>FOCUSING ON THE PROCESS, NOT THE CONTENT\u003c/strong>\u003c/p>\n\u003cp>Much of the critique leveled at videogames is oriented around their content. In \u003ca href=\"http://www.amazon.com/Everything-Bad-Good-You-Actually/dp/1573223077\">Everything Bad Is Good For You\u003c/a>, Steven Johnson writes of a hypothetical high school English teacher admonishing videogames' lack of content: \"There's no psychological depth here, no moral quandaries, no poetry. And he'd be right! But comparing these games to 'The Iliad' or 'The Great Gatsby' or 'Hamlet' relies on a false premise: that the intelligence of these games lies in their content, in the themes and characters they represent.\"\u003c/p>\n\u003cp>Games are based on problems to solve, not content. This doesn't mean that game-based problem-solving should eclipse learning content, but I think we are increasingly seeing that a critical part of being literate in the digital age means being able to solve problems through simulations and collaboration.\u003c/p>\n\u003cp>Videogames, and the type of learning and thinking they generate, may serve as a cornerstone for education and economies of the future.\u003c/p>\n\u003cp>In their book, \u003ca href=\"http://www.amazon.com/Rethinking-Education-Technology-Education-Connections-Education-Connections/dp/0807750026\">Rethinking Education in the Age of Technology\u003c/a>, Allan Collins and Richard Halverson state that \"policymakers interested in preparing students for success in the 21st-century economy would do well ... to appreciate how skills developed through navigating virtual environments might pay off in the workplace ... [and how] the new skills and dispositions of the gamer generation will transform the workplace. The gamer generation will push for work environments to incorporate more virtual aspects in fields, such as market analysis, and social and economic modeling. Gamers, for example, have abundant experience making big decisions, coordinating resources, and experimenting with complex strategies in game-based simulations.\"\u003c/p>\n\u003cp>\u003cstrong>MAKING THE MOST OF GAMING FOR YOUR KIDS\u003c/strong>\u003c/p>\n\u003cp>Although video games have great potential to be powerful vehicles for learning, there is no guarantee this will happen. Just as there is no guarantee that someone will understand the themes and symbols of \u003cem>The Lord of the Flies\u003c/em> by simply reading it. As a result, kids need parents, teachers and their peers to engage their gaming in thoughtful ways. While there could be a long list of recommended practice, for simplicity sake I've reduced the list to three preliminary suggestions.\u003c/p>\n\u003col start=\"1\">\n\u003cli>Play games. Otherwise how can you have meaningful conversations about them? Not learning how to play games would be akin to talking about \"The Lord of the Flies\" without having learned to read.\u003c/li>\n\u003cli>Connect games to books, movies, TV and the world around them. By thinking about games beyond their boundaries we can cultivate pattern recognition across media platforms and parlay the problem-solving of gaming into the real world.\u003c/li>\n\u003cli>Have your students or kids collaborate with other peers to analyze and interpret games, as well share strategies. There has been a raft of research in recent years that extols the wisdom of the crowd and the logic of the swarm. Through collaboration and networking kids can learn to enhance their own perspectives, ideas and, perhaps, contribute to a whole that is greater than the sum of its parts.\u003c/li>\n\u003c/ol>\n\u003cp>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/can-playing-games-teach-literacy/pbs-mediashift-logo-final-6/\" rel=\"attachment wp-att-16140\">\u003cimg class=\"alignleft size-full wp-image-16140\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/pbs-mediashift-logo-final.jpg\" alt=\"\" width=\"54\" height=\"54\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/10/pbs-mediashift-logo-final.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/pbs-mediashift-logo-final-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/pbs-mediashift-logo-final-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/pbs-mediashift-logo-final-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/pbs-mediashift-logo-final-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/pbs-mediashift-logo-final-75x75.jpg 75w\" sizes=\"(max-width: 54px) 100vw, 54px\">\u003c/a>This story was originally published by\u003ca href=\"http://www.pbs.org/mediashift/2011/05/childrens-magazines-cater-to-true-early-adopters-with-mobile-apps137.html\"> PBS MediaShift\u003c/a>, covering the intersection of \u003c/em>\u003cem> \u003c/em>\u003cem>media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook\u003c/a>.\u003c/em>\u003cem> Read more in the \u003ca href=\"http://www.pbs.org/mediashift/2011/08/special-series-kids-media214.html\">Kids & Media series\u003c/a> on MediaShift.\u003c/em>\u003c/p>\n\u003cp>\u003cem>Aran Levasseur has an eclectic background that ranges from outdoor education to life coaching, and from habitat restoration to video production. For the last five years he's taught middle school history and science. From the beginning he's been integrating technology into his classes to enhance his teaching and student learning. He recently gave \u003ca href=\"http://vimeo.com/22398353\">a talk at TEDxSFED on videogames and learning\u003c/a>. Currently he's the Academic Technology Coordinator at San Francisco University High School.\u003c/em>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/16126/can-playing-games-teach-literacy","authors":["180"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_548","mindshift_20902","mindshift_331","mindshift_114"],"featImg":"mindshift_16130","label":"mindshift"},"mindshift_8696":{"type":"posts","id":"mindshift_8696","meta":{"index":"posts_1591205157","site":"mindshift","id":"8696","score":null,"sort":[1298573897000]},"guestAuthors":[],"slug":"ten-surprising-truths-about-video-games-and-learning","title":"Ten Surprising Truths about Video Games and Learning","publishDate":1298573897,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca rel=\"attachment wp-att-8707\" href=\"http://ww2.kqed.org/mindshift/2011/02/ten-surprising-truths-about-video-games-and-learning/video-games-2/\">\u003cimg class=\"size-medium wp-image-8707\" title=\"video games\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/video-games-300x196.jpg\" alt=\"\" width=\"300\" height=\"196\">\u003c/a>\u003c/p>\n\u003cp>“Your brain’s important, but not all that important,” said \u003ca href=\"http://www.jamespaulgee.com/\">Dr. James Paul Gee\u003c/a>, a professor at Arizona State University and a leading authority on literacy and the potential of educational games, during a talk at the \u003ca href=\"http://www.learningandthebrain.com/\">Learning and Brain conference\u003c/a> last week.\u003c/p>\n\u003cp>By that he means the following: What we’d assumed about the importance of brain functions – following rules and logic and calculating – are no longer relevant. There’s been a revolution in the learning sciences and the new theories say that human beings learn from experiences – that our brains can store every experience we’ve had, and \u003cem>that's\u003c/em> what informs our learning process.\u003c/p>\n\u003cp>Following that logic, he says, the best kind of learning comes as a result of well-designed experiences.\u003c/p>\n\u003cp>Gee, who spoke at the \u003ca href=\"http://www.learningandthebrain.com/\">Learning and the Brain Conference\u003c/a> last week, used this theory to launch into research-validated reasons why video games are good for learning. Here are 10 truths, according to Gee. Video games:\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>FEED THE LEARNING PROCESS.\u003c/strong> The best learning experiences have the following values: motivation, clear goals, interpreted outcomes, and immediate and copious feedback. Video games have all these components. Kids play video games for fun with the goal of progressing to the next level and eventually conquering the opponent, whether that's another player or the computer. What's more, the social aspect -- sharing tactics, experiences, and explanations – helps cement what they’ve learned.\u003c/li>\n\u003cli>\u003cstrong>OBVIATE TESTING. \u003c/strong>The current assessment system forces teachers to teach to the test. Video games hold out a different way of thinking about assessments: namely, that we don’t need it. Compare a student who’s taken 12 weeks of algebra classes to one who’s played the video game Halo on the most challenging setting. The algebra student must take a test to assess what he knows on the day of the test. The Halo player has mastered the skills needed to get to the final level – and that’s his ultimate goal. No need for a test in that context. “Learning and assessment are exactly the same thing,” Gee said. “If you design learning so you can’t get out of one level until you complete the last one, there’s no need for a test. There would be no Bell Curve. It’s unethical to test a student based on one day’s knowledge. We have to change the attitude about testing on a government level.\"\u003c/li>\n\u003cli>\u003cstrong>BUILD ON EXPERIENCE. \u003c/strong>With every new game, the knowledge and expertise picked up in previous games can be applied to a new experience, a fundamental part of learning.\u003c/li>\n\u003cli>\u003cstrong>REDEFINE TEACHERS AS LEARNING DESIGNERS.\u003c/strong> Game designers create well-designed experiences and social interactions. Teachers are designers of learning, and can create experiences tailored to suit their outcome. If we “re-professionalize” teachers as designers, they can create their own scripts for what they want students to learn. This type of learning is based on good teaching, not curriculum per se.\u003c/li>\n\u003cli>\u003cstrong>TEACH LANGUAGE THROUGH EXPERIENCE. \u003c/strong>The biggest problem with using scholastic language is that it’s not used outside of school. “The language you learn at school is not the one you use at home,” Gee said. The best way of learning language is not from a book or a dictionary, but from applying it to an experience. For example, kids can decode even the most cryptic game manual after they play the game because they’re experiencing every image, action, and dialogue that’s described.\u003c/li>\n\u003cli>\u003cstrong>ENTICE KIDS TO LOVE CHALLENGES.\u003c/strong> The video game industry is making a killing selling toys and games that are difficult to master. “They’re selling stuff to kids that are complex and hard. And because it’s outside of school, it’s virtually addictive.”\u003c/li>\n\u003cli>\u003cstrong>MOTIVATE LEARNING.\u003c/strong> If a student is not motivated to learn, there will be no learning. It’s hard to motivate students to learn something like algebra without context, without motivation and the gratification that comes with mastering a video game.\u003c/li>\n\u003cli>\u003cstrong>TEACH PROBLEM-SOLVING.\u003c/strong> When it comes to problem-solving, research shows that if you teach and test facts and formulas, students learn facts and formulas. This doesn’t correlate to solving problems. But if you teach through problem-solving, students learn problem-solving skills, plus they learn the facts – for free.\u003c!--more-->\u003c/li>\n\u003cli>\u003cstrong>ENCOURAGE RISK-TAKING. \u003c/strong>If the cost of failure is high, as it is in schools, then students are discouraged to explore and take risks. If the cost of failure is made lower, such as in video games in which the player “dies” and starts over again, students are motivated to explore all their options. They rethink goals over and over again, and try out new tactics if something’s not working. That type of learning -- risk taking -- can’t happen if the cost of failure is too high.\u003c/li>\n\u003cli>\u003cstrong>PROVIDE VALID LEARNING MODEL FOR SCHOOLS. \"\u003c/strong>We should use the learning principles built into good video games in and out of schools, even if we are not using games. The learning principles can be built into many different curricula,\" Gee wrote in \u003cem>Learning Theory, Video Games, and Popular Culture\u003c/em>, published in \u003ca href=\"http://search.barnesandnoble.com/The-International-Handbook-of-Children-Media-and-Culture/Sonia-Livingstone/e/9781412928328\">The International Handbook of Children, Media and Culture\u003c/a>.\u003c/li>\n\u003c/ol>\n\u003cp>Hear more of what Gee has to say in this video from the PBS Documentary\u003ca href=\"http://video.pbs.org/video/1767377460/\"> Digital Media - New Learners Of The 21st Century\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cobject classid=\"clsid:d27cdb6e-ae6d-11cf-96b8-444553540000\" width=\"512\" height=\"328\" codebase=\"http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0\">\u003cparam name=\"flashvars\" value=\"video=1767377460&player=viral&end=0\">\u003cparam name=\"allowFullScreen\" value=\"true\">\u003cparam name=\"wmode\" value=\"transparent\">\u003cparam name=\"src\" value=\"http://www-tc.pbs.org/video/media/swf/PBSPlayer.swf\">\u003cparam name=\"bgcolor\" value=\"#000000\">\u003cparam name=\"allowfullscreen\" value=\"true\">\u003cembed type=\"application/x-shockwave-flash\" width=\"512\" height=\"328\" src=\"http://www-tc.pbs.org/video/media/swf/PBSPlayer.swf\" bgcolor=\"#000000\" wmode=\"transparent\" allowfullscreen=\"true\" flashvars=\"video=1767377460&player=viral&end=0\">\u003c/embed>\u003c/object>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp style=\"background: transparent none repeat scroll 0% 0%; font-size: 11px; font-family: Arial,Helvetica,sans-serif; color: #808080; margin-top: 5px; text-align: center; width: 512px;\">Watch the \u003ca style=\"text-decoration: none ! important; font-weight: normal ! important; height: 13px; color: #4eb2fe ! important;\" href=\"http://video.pbs.org/video/1767377460\" target=\"_blank\">full episode\u003c/a>. See more \u003ca style=\"text-decoration: none ! important; font-weight: normal ! important; height: 13px; color: #4eb2fe ! important;\" href=\"http://video.pbs.org/program/1704857027\" target=\"_blank\">Digital Media - New Learners Of The 21st Century.\u003c/a>\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1298573901,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":9,"wordCount":941},"headData":{"title":"Ten Surprising Truths about Video Games and Learning | KQED","description":"“Your brain’s important, but not all that important,” said Dr. James Paul Gee, a professor at Arizona State University and a leading authority on literacy and the potential of educational games, during a talk at the Learning and Brain conference last week. By that he means the following: What we’d assumed about the importance of","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Ten Surprising Truths about Video Games and Learning","datePublished":"2011-02-24T18:58:17.000Z","dateModified":"2011-02-24T18:58:21.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"8696 http://blogs.kqed.org/mindshift/?p=8696","disqusUrl":"https://ww2.kqed.org/mindshift/2011/02/24/ten-surprising-truths-about-video-games-and-learning/","disqusTitle":"Ten Surprising Truths about Video Games and Learning","path":"/mindshift/8696/ten-surprising-truths-about-video-games-and-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-8707\" href=\"http://ww2.kqed.org/mindshift/2011/02/ten-surprising-truths-about-video-games-and-learning/video-games-2/\">\u003cimg class=\"size-medium wp-image-8707\" title=\"video games\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/video-games-300x196.jpg\" alt=\"\" width=\"300\" height=\"196\">\u003c/a>\u003c/p>\n\u003cp>“Your brain’s important, but not all that important,” said \u003ca href=\"http://www.jamespaulgee.com/\">Dr. James Paul Gee\u003c/a>, a professor at Arizona State University and a leading authority on literacy and the potential of educational games, during a talk at the \u003ca href=\"http://www.learningandthebrain.com/\">Learning and Brain conference\u003c/a> last week.\u003c/p>\n\u003cp>By that he means the following: What we’d assumed about the importance of brain functions – following rules and logic and calculating – are no longer relevant. There’s been a revolution in the learning sciences and the new theories say that human beings learn from experiences – that our brains can store every experience we’ve had, and \u003cem>that's\u003c/em> what informs our learning process.\u003c/p>\n\u003cp>Following that logic, he says, the best kind of learning comes as a result of well-designed experiences.\u003c/p>\n\u003cp>Gee, who spoke at the \u003ca href=\"http://www.learningandthebrain.com/\">Learning and the Brain Conference\u003c/a> last week, used this theory to launch into research-validated reasons why video games are good for learning. Here are 10 truths, according to Gee. Video games:\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>FEED THE LEARNING PROCESS.\u003c/strong> The best learning experiences have the following values: motivation, clear goals, interpreted outcomes, and immediate and copious feedback. Video games have all these components. Kids play video games for fun with the goal of progressing to the next level and eventually conquering the opponent, whether that's another player or the computer. What's more, the social aspect -- sharing tactics, experiences, and explanations – helps cement what they’ve learned.\u003c/li>\n\u003cli>\u003cstrong>OBVIATE TESTING. \u003c/strong>The current assessment system forces teachers to teach to the test. Video games hold out a different way of thinking about assessments: namely, that we don’t need it. Compare a student who’s taken 12 weeks of algebra classes to one who’s played the video game Halo on the most challenging setting. The algebra student must take a test to assess what he knows on the day of the test. The Halo player has mastered the skills needed to get to the final level – and that’s his ultimate goal. No need for a test in that context. “Learning and assessment are exactly the same thing,” Gee said. “If you design learning so you can’t get out of one level until you complete the last one, there’s no need for a test. There would be no Bell Curve. It’s unethical to test a student based on one day’s knowledge. We have to change the attitude about testing on a government level.\"\u003c/li>\n\u003cli>\u003cstrong>BUILD ON EXPERIENCE. \u003c/strong>With every new game, the knowledge and expertise picked up in previous games can be applied to a new experience, a fundamental part of learning.\u003c/li>\n\u003cli>\u003cstrong>REDEFINE TEACHERS AS LEARNING DESIGNERS.\u003c/strong> Game designers create well-designed experiences and social interactions. Teachers are designers of learning, and can create experiences tailored to suit their outcome. If we “re-professionalize” teachers as designers, they can create their own scripts for what they want students to learn. This type of learning is based on good teaching, not curriculum per se.\u003c/li>\n\u003cli>\u003cstrong>TEACH LANGUAGE THROUGH EXPERIENCE. \u003c/strong>The biggest problem with using scholastic language is that it’s not used outside of school. “The language you learn at school is not the one you use at home,” Gee said. The best way of learning language is not from a book or a dictionary, but from applying it to an experience. For example, kids can decode even the most cryptic game manual after they play the game because they’re experiencing every image, action, and dialogue that’s described.\u003c/li>\n\u003cli>\u003cstrong>ENTICE KIDS TO LOVE CHALLENGES.\u003c/strong> The video game industry is making a killing selling toys and games that are difficult to master. “They’re selling stuff to kids that are complex and hard. And because it’s outside of school, it’s virtually addictive.”\u003c/li>\n\u003cli>\u003cstrong>MOTIVATE LEARNING.\u003c/strong> If a student is not motivated to learn, there will be no learning. It’s hard to motivate students to learn something like algebra without context, without motivation and the gratification that comes with mastering a video game.\u003c/li>\n\u003cli>\u003cstrong>TEACH PROBLEM-SOLVING.\u003c/strong> When it comes to problem-solving, research shows that if you teach and test facts and formulas, students learn facts and formulas. This doesn’t correlate to solving problems. But if you teach through problem-solving, students learn problem-solving skills, plus they learn the facts – for free.\u003c!--more-->\u003c/li>\n\u003cli>\u003cstrong>ENCOURAGE RISK-TAKING. \u003c/strong>If the cost of failure is high, as it is in schools, then students are discouraged to explore and take risks. If the cost of failure is made lower, such as in video games in which the player “dies” and starts over again, students are motivated to explore all their options. They rethink goals over and over again, and try out new tactics if something’s not working. That type of learning -- risk taking -- can’t happen if the cost of failure is too high.\u003c/li>\n\u003cli>\u003cstrong>PROVIDE VALID LEARNING MODEL FOR SCHOOLS. \"\u003c/strong>We should use the learning principles built into good video games in and out of schools, even if we are not using games. The learning principles can be built into many different curricula,\" Gee wrote in \u003cem>Learning Theory, Video Games, and Popular Culture\u003c/em>, published in \u003ca href=\"http://search.barnesandnoble.com/The-International-Handbook-of-Children-Media-and-Culture/Sonia-Livingstone/e/9781412928328\">The International Handbook of Children, Media and Culture\u003c/a>.\u003c/li>\n\u003c/ol>\n\u003cp>Hear more of what Gee has to say in this video from the PBS Documentary\u003ca href=\"http://video.pbs.org/video/1767377460/\"> Digital Media - New Learners Of The 21st Century\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cobject classid=\"clsid:d27cdb6e-ae6d-11cf-96b8-444553540000\" width=\"512\" height=\"328\" codebase=\"http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0\">\u003cparam name=\"flashvars\" value=\"video=1767377460&player=viral&end=0\">\u003cparam name=\"allowFullScreen\" value=\"true\">\u003cparam name=\"wmode\" value=\"transparent\">\u003cparam name=\"src\" value=\"http://www-tc.pbs.org/video/media/swf/PBSPlayer.swf\">\u003cparam name=\"bgcolor\" value=\"#000000\">\u003cparam name=\"allowfullscreen\" value=\"true\">\u003cembed type=\"application/x-shockwave-flash\" width=\"512\" height=\"328\" src=\"http://www-tc.pbs.org/video/media/swf/PBSPlayer.swf\" bgcolor=\"#000000\" wmode=\"transparent\" allowfullscreen=\"true\" flashvars=\"video=1767377460&player=viral&end=0\">\u003c/embed>\u003c/object>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp style=\"background: transparent none repeat scroll 0% 0%; font-size: 11px; font-family: Arial,Helvetica,sans-serif; color: #808080; margin-top: 5px; text-align: center; width: 512px;\">Watch the \u003ca style=\"text-decoration: none ! important; font-weight: normal ! important; height: 13px; color: #4eb2fe ! important;\" href=\"http://video.pbs.org/video/1767377460\" target=\"_blank\">full episode\u003c/a>. See more \u003ca style=\"text-decoration: none ! important; font-weight: normal ! important; height: 13px; color: #4eb2fe ! important;\" href=\"http://video.pbs.org/program/1704857027\" target=\"_blank\">Digital Media - New Learners Of The 21st Century.\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/8696/ten-surprising-truths-about-video-games-and-learning","authors":["180"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_108","mindshift_331","mindshift_114"],"featImg":"mindshift_8707","label":"mindshift"},"mindshift_8475":{"type":"posts","id":"mindshift_8475","meta":{"index":"posts_1591205157","site":"mindshift","id":"8475","score":null,"sort":[1298048418000]},"guestAuthors":[],"slug":"video-games-as-learning-tools","title":"Video Games as Learning Tools","publishDate":1298048418,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca rel=\"attachment wp-att-8478\" href=\"http://ww2.kqed.org/mindshift/2011/02/video-games-as-learning-tools/pleasance-3/\">\u003cimg class=\"size-thumbnail wp-image-8478\" title=\"Pleasance\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/Pleasance-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>\u003c/p>\n\u003cp>I spent a fascinating day at the \u003ca href=\"http://www.learningandthebrain.com/\">Learning and the Brain Conference\u003c/a> in San Francisco yesterday, and learned a lot about cognitive functions, memory retention, the learning process, and much more.\u003c/p>\n\u003cp>One of the highlights for me was hearing James Gee, faculty affiliate of the \u003ca title=\"Games, Learning, & Society Conference\" href=\"http://en.wikipedia.org/wiki/Games,_Learning,_%26_Society_Conference\">Games, Learning, and Society\u003c/a> group at the \u003ca href=\"http://en.wikipedia.org/wiki/University_of_Wisconsin%E2%80%93Madison\">University of Wisconsin–Madison\u003c/a>, speak about how educators will evolve into becoming designers of learning experiences, just like video game designers. I'll report back on the event next week. Until then, I'll leave you with this video interview on \u003ca href=\"http://www.edutopia.org\">Edutopia\u003c/a>.\u003c/p>\n\u003cp>\u003cobject id=\"flashObj\" classid=\"clsid:d27cdb6e-ae6d-11cf-96b8-444553540000\" width=\"326\" height=\"399\" codebase=\"http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0\">\u003cparam name=\"bgcolor\" value=\"#FFFFFF\">\u003cparam name=\"flashVars\" value=\"videoId=97683271001&linkBaseURL=http%3A%2F%2Fwww.edutopia.org%2Fjames-gee-games-learning-video&playerID=85476225001&playerKey=AQ~~,AAAAEB37iok~,WCM8Fxf9urWXvPHVqwbTgBZpf-N7C4SW&domain=embed&dynamicStreaming=true\">\u003cparam name=\"base\" value=\"http://admin.brightcove.com\">\u003cparam name=\"seamlesstabbing\" value=\"false\">\u003cparam name=\"allowFullScreen\" value=\"true\">\u003cparam name=\"swLiveConnect\" value=\"true\">\u003cparam name=\"allowScriptAccess\" value=\"always\">\u003cparam name=\"src\" value=\"http://c.brightcove.com/services/viewer/federated_f9?isVid=1&isUI=1\">\u003cparam name=\"name\" value=\"flashObj\">\u003cparam name=\"flashvars\" value=\"videoId=97683271001&linkBaseURL=http%3A%2F%2Fwww.edutopia.org%2Fjames-gee-games-learning-video&playerID=85476225001&playerKey=AQ~~,AAAAEB37iok~,WCM8Fxf9urWXvPHVqwbTgBZpf-N7C4SW&domain=embed&dynamicStreaming=true\">\u003cparam name=\"allowfullscreen\" value=\"true\">\u003cembed id=\"flashObj\" type=\"application/x-shockwave-flash\" width=\"326\" height=\"399\" src=\"http://c.brightcove.com/services/viewer/federated_f9?isVid=1&isUI=1\" name=\"flashObj\" allowscriptaccess=\"always\" swliveconnect=\"true\" allowfullscreen=\"true\" seamlesstabbing=\"false\" base=\"http://admin.brightcove.com\" flashvars=\"videoId=97683271001&linkBaseURL=http%3A%2F%2Fwww.edutopia.org%2Fjames-gee-games-learning-video&playerID=85476225001&playerKey=AQ~~,AAAAEB37iok~,WCM8Fxf9urWXvPHVqwbTgBZpf-N7C4SW&domain=embed&dynamicStreaming=true\" bgcolor=\"#FFFFFF\">\u003c/embed>\u003c/object>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1298008330,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":6,"wordCount":97},"headData":{"title":"Video Games as Learning Tools | KQED","description":"I spent a fascinating day at the Learning and the Brain Conference in San Francisco yesterday, and learned a lot about cognitive functions, memory retention, the learning process, and much more. One of the highlights for me was hearing James Gee, faculty affiliate of the Games, Learning, and Society group at the University of Wisconsin–Madison,","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Video Games as Learning Tools","datePublished":"2011-02-18T17:00:18.000Z","dateModified":"2011-02-18T05:52:10.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"8475 http://blogs.kqed.org/mindshift/?p=8475","disqusUrl":"https://ww2.kqed.org/mindshift/2011/02/18/video-games-as-learning-tools/","disqusTitle":"Video Games as Learning Tools","path":"/mindshift/8475/video-games-as-learning-tools","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-8478\" href=\"http://ww2.kqed.org/mindshift/2011/02/video-games-as-learning-tools/pleasance-3/\">\u003cimg class=\"size-thumbnail wp-image-8478\" title=\"Pleasance\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/Pleasance-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>\u003c/p>\n\u003cp>I spent a fascinating day at the \u003ca href=\"http://www.learningandthebrain.com/\">Learning and the Brain Conference\u003c/a> in San Francisco yesterday, and learned a lot about cognitive functions, memory retention, the learning process, and much more.\u003c/p>\n\u003cp>One of the highlights for me was hearing James Gee, faculty affiliate of the \u003ca title=\"Games, Learning, & Society Conference\" href=\"http://en.wikipedia.org/wiki/Games,_Learning,_%26_Society_Conference\">Games, Learning, and Society\u003c/a> group at the \u003ca href=\"http://en.wikipedia.org/wiki/University_of_Wisconsin%E2%80%93Madison\">University of Wisconsin–Madison\u003c/a>, speak about how educators will evolve into becoming designers of learning experiences, just like video game designers. I'll report back on the event next week. 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This is the big question at the heart of the growing games and learning movement that’s gaining momentum in education. \u003ca href=\"http://www.kqed.org/assets/pdf/news/MindShift-GuidetoDigitalGamesandLearning.pdf\">\u003cstrong>The MindShift Guide to Digital Games and Learning [PDF]\u003c/strong>\u003c/a> explains key ideas in game-based learning, pedagogy, implementation, and assessment. This guide makes sense of the available research and provides suggestions for practical use.\r\n\r\nThe MindShift Guide to Digital Games and Learning started as a series of blog posts written by Jordan Shapiro with support from the \u003ca href=\"http://www.joanganzcooneycenter.org/\">Joan Ganz Cooney Center\u003c/a> at Sesame Workshop and the \u003ca href=\"http://www.gamesandlearning.org/\">Games and Learning Publishing Council\u003c/a>. We’ve brought together what we felt would be the most relevant highlights of Jordan’s reporting to create a dynamic, in-depth guide that answers many of the most pressing questions that educators, parents, and life-long learners have raised around using digital games for learning. While we had educators in mind when developing this guide, any lifelong learner can use it to develop a sense of how to navigate the games space in an informed and meaningful way.\r\n\r\n\u003ca href=\"http://www.kqed.org/assets/pdf/news/MindShift-GuidetoDigitalGamesandLearning.pdf\">\u003cimg class=\"alignleft size-medium wp-image-38461\" src=\"http://blogs.kqed.org/mindshift/files/2014/11/MindShift-Guide-to-Digital-Games-and-Learning-Cover-300x388.gif\" alt=\"MindShift-Guide-to-Digital-Games-and-Learning-Cover\" width=\"300\" height=\"388\" />\u003c/a>\r\n\r\nHere's a preview of the table of contents:\r\n\r\nIntroduction: Getting in the Game (Page 4)\r\nAn overview of games in the classroom from Katie Salen Tekinbaş, executive director of the Institute of Play.\r\n\r\nWhat the Research Says About Gaming and Screen Time (Page 6)\r\nMuch of the research around digital games and screen time is evolving. Pediatricians, academics, educators, and researchers are working to find answers to how games and technology affect learners of all ages.\r\n\r\nHow to Start Using Digital Games for Learning (Page 14)\r\nSince each learning environment is unique, here are some steps to assessing your resources before committing to a particular game or platform. See how some educators are using digital games in the classroom and how they find support.\r\n\r\nHow to Choose a Digital Learning Game (Page 19)\r\nThe sheer volume of games classified as educational can be overwhelming. This section gives you a starting point for game selection by providing an understanding of the types of games available in the marketplace and how to go about selecting them.\r\n\r\nOvercoming Obstacles for Using Digital Games in the Classroom (Page 27)\r\nAs game use in the classroom continues to grow, barriers to deployment also need to be addressed. A recent survey of teachers outlines exactly which obstacles get in the way of successful implementation; solutions to those concerns are outlined in this section.\r\n\r\nHow Teachers Are Using Games in the Classroom (Page 30)\r\nExamples of how teachers use games are embedded throughout the guide (including video examples), but this section takes an in-depth look at how some teachers are using games in the classroom and their real-life struggles and victories.\r\n\r\nBelow, you'll find the blog posts that kicked off the \u003ca href=\"http://www.kqed.org/assets/pdf/news/MindShift-GuidetoDigitalGamesandLearning.pdf\">MindShift Guide to Digital Games and Learning\u003c/a>.","featImg":null,"headData":{"title":"The MindShift Guide to Digital Games and Learning Archives | KQED Mindshift","description":"MindShift Guide to Digital Games and Learning How can games unlock a rich world of learning? This is the big question at the heart of the growing games and learning movement that’s gaining momentum in education. The MindShift Guide to Digital Games and Learning [PDF] explains key ideas in game-based learning, pedagogy, implementation, and assessment. This guide makes sense of the available research and provides suggestions for practical use. The MindShift Guide to Digital Games and Learning started as a series of blog posts written by Jordan Shapiro with support from the Joan Ganz Cooney Center at Sesame Workshop and the Games and Learning Publishing Council. We’ve brought together what we felt would be the most relevant highlights of Jordan’s reporting to create a dynamic, in-depth guide that answers many of the most pressing questions that educators, parents, and life-long learners have raised around using digital games for learning. While we had educators in mind when developing this guide, any lifelong learner can use it to develop a sense of how to navigate the games space in an informed and meaningful way. Here's a preview of the table of contents: Introduction: Getting in the Game (Page 4) An overview of games in the classroom from Katie Salen Tekinbaş, executive director of the Institute of Play. What the Research Says About Gaming and Screen Time (Page 6) Much of the research around digital games and screen time is evolving. Pediatricians, academics, educators, and researchers are working to find answers to how games and technology affect learners of all ages. How to Start Using Digital Games for Learning (Page 14) Since each learning environment is unique, here are some steps to assessing your resources before committing to a particular game or platform. See how some educators are using digital games in the classroom and how they find support. 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