Chapter 5: Learning and Gaming
1. What is the main argument the author is making in Chapter 5?
Schools should structure learning like that in a video game that the student would play.
2. What constitutes a theory of learning?
The setting in which the learning is taking place in.
3. Why did the author struggle to learn to play Warcraft III? What needs to proceed before good learning principles?
The author struggled with Warcraft III because he "failed to engage with it in a way that fully recruited its solid design and leaning principles."
The player has to have "motivation for an extended engagement with the game" to gain good learning principles.
4. How would have the authors struggle with learning to play Warcraft III been interpreted in school?
It would have been seen as a failure and not as a precursor to learning something further.
5. What kind of learning experience might be better suited for at risk students?
I have worked with a few "at risk" students and I have found that computer programs that have a game-like feel and presence about them work very well with these students.
6. Why does the school-based interpretation of "at risk" lead to bad learning?
I feel that most schools treat "at risk" students too different than others. Most schools will give the "at risk" students easier material in the hopes of "pushing" them through school. Problem with this? have they really learned anything that will benefit them?
7. What do schools need to do to function more like a good game?
Schools need to take the students thoughts and modern thinking into account while planning school-wide curriculum. Students need to feel engaged in the assignment or lesson and should have a sense of importance during their learning.
8. What is different about how good games and school assess learners?
In school, the student can often find the course work very dull, dry, and boring. When a student sits down to play a game they are immediately transformed into the gaming world. They suddenly become the character in the game. I personally feel like that when I sit down to play a game.
9. What are the attributes of a fish-tank tutorial that make it an effective learning tool? How is it different than school-based learning?
The student can assess his or her learning style by playing the game and learning how they learn best. This is different because the school system assesses the student and then decides on how well the student can learn.
10. What is a sand-box tutorial? Why is it effective? How is it different than school-based learning?
The sand-box tutorial allows the player to have a free run of the game without any consequences. This is mostly best used for new players on an easy setting. This method can be effective because it allows the player (usually a beginner) to get a feel for the game. This is different from school-based learning because most of the time students do not get a "free run" at an assignment during school.
11. What is a genre? Why is it important for good learning?
The "type of thing something is." It is important for good learning because you need to know what particular thing it is you are trying to learn.
12. According to the author, what do learning and play have in common?
You often learn to play games by actually play them (trial and error).
13. How are the skills tests in good games different from skills tests in school?
As stated on page 73, "developmental for the learner and not evaluative."
14. How does RoN support collaborative learning?
Students can learn by watching other players through online gaming and can also participate in the gaming online and use some of them strategies that have been obtained while observing the game play.
15. Match at least one learning principle of good games (on page 74) with each of the following learning theorists you have studied in 3352:
Dewey = #1 - They create motivation for an extended engagement.
Vygotsky = #12 - They offer guided fish tank tutorials.
Piaget = #9 - "Experienced" doesn't mean "expert"; it can mean that one is prepared for future learning.
Gardner = #14 - They give information via several different modes.
Bandura = #9 - "Experienced" doesn't mean "expert"; it can mean that one is prepared for future learning.
Skinner = #15 - They give information "just in time" and "on demand."
1. What is the main argument the author is making in Chapter 5?
Schools should structure learning like that in a video game that the student would play.
2. What constitutes a theory of learning?
The setting in which the learning is taking place in.
3. Why did the author struggle to learn to play Warcraft III? What needs to proceed before good learning principles?
The author struggled with Warcraft III because he "failed to engage with it in a way that fully recruited its solid design and leaning principles."
The player has to have "motivation for an extended engagement with the game" to gain good learning principles.
4. How would have the authors struggle with learning to play Warcraft III been interpreted in school?
It would have been seen as a failure and not as a precursor to learning something further.
5. What kind of learning experience might be better suited for at risk students?
I have worked with a few "at risk" students and I have found that computer programs that have a game-like feel and presence about them work very well with these students.
6. Why does the school-based interpretation of "at risk" lead to bad learning?
I feel that most schools treat "at risk" students too different than others. Most schools will give the "at risk" students easier material in the hopes of "pushing" them through school. Problem with this? have they really learned anything that will benefit them?
7. What do schools need to do to function more like a good game?
Schools need to take the students thoughts and modern thinking into account while planning school-wide curriculum. Students need to feel engaged in the assignment or lesson and should have a sense of importance during their learning.
8. What is different about how good games and school assess learners?
In school, the student can often find the course work very dull, dry, and boring. When a student sits down to play a game they are immediately transformed into the gaming world. They suddenly become the character in the game. I personally feel like that when I sit down to play a game.
9. What are the attributes of a fish-tank tutorial that make it an effective learning tool? How is it different than school-based learning?
The student can assess his or her learning style by playing the game and learning how they learn best. This is different because the school system assesses the student and then decides on how well the student can learn.
10. What is a sand-box tutorial? Why is it effective? How is it different than school-based learning?
The sand-box tutorial allows the player to have a free run of the game without any consequences. This is mostly best used for new players on an easy setting. This method can be effective because it allows the player (usually a beginner) to get a feel for the game. This is different from school-based learning because most of the time students do not get a "free run" at an assignment during school.
11. What is a genre? Why is it important for good learning?
The "type of thing something is." It is important for good learning because you need to know what particular thing it is you are trying to learn.
12. According to the author, what do learning and play have in common?
You often learn to play games by actually play them (trial and error).
13. How are the skills tests in good games different from skills tests in school?
As stated on page 73, "developmental for the learner and not evaluative."
14. How does RoN support collaborative learning?
Students can learn by watching other players through online gaming and can also participate in the gaming online and use some of them strategies that have been obtained while observing the game play.
15. Match at least one learning principle of good games (on page 74) with each of the following learning theorists you have studied in 3352:
Dewey = #1 - They create motivation for an extended engagement.
Vygotsky = #12 - They offer guided fish tank tutorials.
Piaget = #9 - "Experienced" doesn't mean "expert"; it can mean that one is prepared for future learning.
Gardner = #14 - They give information via several different modes.
Bandura = #9 - "Experienced" doesn't mean "expert"; it can mean that one is prepared for future learning.
Skinner = #15 - They give information "just in time" and "on demand."
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