Ben Williamson

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Ben Williamson, Futurelab presents recent UK research as part of the Game Based Learning in Practice session

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Ben Williamson

  1. 1. computer games war-room | boardroom | bedroom | classroom ben williamson senior researcher
  2. 2. outline <ul><li>Q. What pedagogies for game-based learning in schools? </li></ul><ul><li>the gbl debate </li></ul><ul><li>teacher data </li></ul><ul><li>‘ new games movement’ </li></ul>
  3. 3. bipolar debate Manic Depressive Good for brain C21st success Complex & sophisticated Changing society Problem-solving Real professional practice Experiential Network intelligence Culturally biased Digitally divisive Commercially manipulative Consumer training Aggressive Corporate curriculum Corrupting/toxic Individualizing & infantilizing
  4. 4. data collected <ul><li>survey </li></ul><ul><li>1,633 representative sample of prim & sec teachers </li></ul><ul><li>interviews </li></ul><ul><li>10 prim & sec teachers in schools practising GBL </li></ul>
  5. 5. previous stats <ul><li>2006: Teaching with Games (934 teachers) </li></ul><ul><li>32% used games in classroom </li></ul><ul><li>-36% primary </li></ul><ul><li>-27% secondary </li></ul><ul><li>59% consider using games in future </li></ul><ul><li>37% would not consider it </li></ul>
  6. 6. new stats <ul><li>2009: Games & Learning (1,633 teachers) </li></ul><ul><li>35% used games in classroom </li></ul><ul><li>-38% primary </li></ul><ul><li>-30% secondary </li></ul><ul><li>60% consider using games in future </li></ul><ul><li>19% would not consider it </li></ul>
  7. 7. survey findings <ul><li>Benefits </li></ul><ul><li>-motivation, fun, engagement </li></ul><ul><li>-relevance & inclusivity </li></ul><ul><li>-social </li></ul><ul><li>-cognitive & thinking skills </li></ul><ul><li>-reinforces learning objs. </li></ul><ul><li>Risks </li></ul><ul><li>-educationally irrelevant </li></ul><ul><li>-stereotypical </li></ul><ul><li>-antisocial </li></ul>
  8. 8. teacher views <ul><li>Motivation, engagement & relevance </li></ul><ul><li>-“it’s relevant to them, it’s a big part of their lives , it’s what they relate to” </li></ul><ul><li>-“a window on to the culture ” </li></ul><ul><li>“ Tools for teaching” </li></ul><ul><li>-“gaming … is a teaching tool , it’s a starting point, it’s not letting them come in and play games, it’s ‘Let’s discuss it, what skills are we getting from this?’” </li></ul>
  9. 9. teacher views <ul><li>Social interactions & relationships </li></ul><ul><li>-“the way that kids get together around computers and play games, and the way they talk about games and share experiences is very pro-socia l” </li></ul><ul><li>-“the relationship between a classroom teacher and a group of students is incredibly powerful. And also then the relationships between other students as well as they help each other, as they collaborate … because they don’t feel threatened by computer games … get parents on board as well” </li></ul>
  10. 10. teacher views <ul><li>Media literacy </li></ul><ul><li>-“it’s an important medium and it’s an important element in children’s literacy, from their cultural literacy and their critical literacy and, through being able to actually make games, their creative literacy ” </li></ul><ul><li>–“ it’s absolutely natural for us to be working with games and television and film and Shakespeare and science textbooks, you know it’s all part of children’s engagement ” </li></ul>
  11. 11. teacher views <ul><li>Subversion </li></ul><ul><li>“ they often talk quite subversively about these things as well. You know they have little tricks and games that they can play with it that kind of transgress the true intention … which is something children always do with everything really. You know they’ll kind of impose their own humour and their own little sort of peer jokes on these very structured kind of top down things” </li></ul>
  12. 13. games pedagogies <ul><li>war-room conquest, conflict & colonization </li></ul><ul><li>(‘ militarized masculinity’ ) </li></ul><ul><li>boardroom consumerism & corporate commerce </li></ul><ul><li>(‘ commercial curriculum’ ) </li></ul><ul><li>bedroom individualization & work-as-play/play-as-work </li></ul><ul><li>(‘ new work ’ prosumers ) </li></ul><ul><li>classroom social interaction, critical thinking, equity, social relevance... </li></ul><ul><li>(‘ democratized curriculum’ ) </li></ul>
  13. 14. ‘ new games movement’ 1960s/70s -protest against Vietnam, nuclear arms, civil unrest, desensitization to conflict, military & media complex - tactile, kinaesthetic play 1990s/00s -protesting climate change, middle east conflict, neoliberalism, media, individualization - digital game subversion
  14. 15. ‘ new games movement’ New digital games -social cooperation -participatory relationships -equity & inclusivity -critical of mainstream -creativity between players -instigate real-world action
  15. 16. ‘ new games’ for school <ul><li>A new games pedagogy </li></ul><ul><li>-persuasive social games </li></ul><ul><li>-cultural, critical & creative literacies </li></ul><ul><li>-relationships, social interactions & cooperation </li></ul><ul><li>-”windows on the culture” </li></ul><ul><li>-persuade players to act on real issues </li></ul>
  16. 17. info <ul><li>http://www.futurelab.org.uk </li></ul><ul><li>http://gamesinschools.ning.com </li></ul>

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