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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 one that feels more congruent with the nature and trajectory of today’s world.

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.

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.

THE LITERACY OF PROBLEM-SOLVING

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.

In Sir Ken Robinson’s TED talk, Do Schools Kill Creativity?, 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.

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 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.

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?

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.

FOCUSING ON THE PROCESS, NOT THE CONTENT

Much of the critique leveled at videogames is oriented around their content. In Everything Bad Is Good For You, 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.”

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.

Videogames, and the type of learning and thinking they generate, may serve as a cornerstone for education and economies of the future.

In their book, Rethinking Education in the Age of Technology, 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.”

MAKING THE MOST OF GAMING FOR YOUR KIDS

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 The Lord of the Flies 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.

1. 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.
2. 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.
3. 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.

This story was originally published by PBS MediaShift, covering the intersection of media and technology. Follow @PBSMediaShift for Twitter updates, or join us on Facebook. Read more in the Kids & Media series on MediaShift.

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 a talk at TEDxSFED on videogames and learning. Currently he’s the Academic Technology Coordinator at San Francisco University High School.

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“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 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 that’s what informs our learning process.

Following that logic, he says, the best kind of learning comes as a result of well-designed experiences.

Gee, who spoke at the Learning and the Brain Conference 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:

1. FEED THE LEARNING PROCESS. 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.
2. OBVIATE TESTING. 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.”
3. BUILD ON EXPERIENCE. 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.
4. REDEFINE TEACHERS AS LEARNING DESIGNERS. 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.
5. TEACH LANGUAGE THROUGH EXPERIENCE. 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.
6. ENTICE KIDS TO LOVE CHALLENGES. 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.”
7. MOTIVATE LEARNING. 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.
8. TEACH PROBLEM-SOLVING. 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.
9. ENCOURAGE RISK-TAKING. 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.
10. PROVIDE VALID LEARNING MODEL FOR SCHOOLS. “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 Learning Theory, Video Games, and Popular Culture, published in The International Handbook of Children, Media and Culture.

Hear more of what Gee has to say in this video from the PBS Documentary Digital Media – New Learners Of The 21st Century.

Watch the full episode. See more Digital Media – New Learners Of The 21st Century.

Flickr:Pleasance

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, 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 Edutopia.