Her GLS group found that choice was critical for ultimate performance. Steinkuehler, who just finished a two-year stint as senior policy analyst at the White House Office of Science and Technology Policy, described her research at the University of Wisconsin. And those non-cognitive skills – that is, not what you know but how you behave – are far better suited to a game context than to a traditional classroom and textbook context. According to Gee, skills such as patience and discipline, which one should acquire as a child but often does not, correlate with success better than IQ scores do. They’re meant to be used in networks.” Games allow us to do that – they allow us to use what Gee calls “collective intelligence.” Collectively, we’re not so stupid.įurther, games help us develop non-cognitive skills that the panelists agreed are as fundamental as cognitive skills in explaining how we learn and if we succeed. “But human minds are plug-and-play devices they’re not meant to be used alone. We’re stupid in dozens and dozens of ways. “I think we’re all impressed by how stupid humans are,” remarked James Gee, a professor of literacy studies at Arizona State University, who holds degrees in philosophy and linguistics from Stanford. Tuesday’s panelists, among the field’s leading figures in academia, design and policy, zeroed in on freedom and choice as crucial factors in explaining why and how children learn. The system of points, badges, rewards and leaderboards featured in most massively multiplayer online (MMO) games can be replicated in an educational context, experts say, to account for people’s different motivations and needs for interaction or self-expression. Using better ds3 tool free#Constance Steinkuehler, an associate professor of digital media at the University of Wisconsin-Madison and co-director of the Games+Learning+Society (GLS) center there, noted that “it turns out games are hard.” If indeed humans think immeasurably better as part of a network than on their own, then games are an obvious terrain in which to set minds free and let them wander around, interacting with whatever or whomever they encounter. (One of the speakers later noted that Wikipedia claims that Stanford students in 1971 invented the first known instance of a coin-operated video game.) But it is only recently that gamification’s possibilities in the realm of education truly have been appreciated.īringing games to bear in education is not a matter of dumbing down. Roy Pea, co-convener of the class and a professor in the GSE, introduced the speakers by noting that what he called “gaming to learn” has been around Stanford for close to a decade. 26, was part of the yearlong public course, Education’s Digital Future (Educ 403x). The panel discussion, held at the Graduate School of Education (GSE) on Feb. That was the sad panorama painted by a panel of distinguished experts on education and “gamification” who nonetheless were optimistic about the promise of using games in pedagogy. We may think we’re pretty smart, but in fact we have very little notion of how humans learn. Games help us develop non-cognitive skills, which are as fundamental as cognitive skills in explaining how we learn and if we succeed, according to the panelists.
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