After instructions have been read, presentor gives the cue Go! Other co presentators stand by at the respective groups to assist.
Picture depicts that video games promote literacy.
Like reading and writing, video games fall into a semiotic domain that involves a set of ways/ activities of doing things, thinking about things, valuing things and interacting with other people (social practices)
It is multimodal- images, words, sounds, music, movement and body sensations interact with one another to create meanings
Effective video games offer strong identities - allow players to think in different roles - project their values and desires onto the virtual character by making use of the resources provided by the designer
Players become producers and co-design the games with unique actions and decisions
By Jon Hurdle PHILADELPHIA | Fri Jan 9, 2009 8:56pm EST PHILADELPHIA (Reuters) - The U.S. Army, struggling to ensure it has enough manpower as it fights wars in Iraq and Afghanistan, is wooing young Americans with videogames, Google maps and simulated attacks on enemy positions from an Apache helicopter.
The Singapore Armed Forces (SAF) has been capitalising on Modelling and Simulation (M&S) technologies for its simulation and training systems since the early 1980s. The primary focus in the initial years was on the training of soldiers, operators, gunners, pilots and commanders as individuals, or as members of combat teams. Last updated on 24 Apr 2010
Required level and nature of involvement. should assess whether the videogame player is passive or active. In some games, the computer plays the game while the participant watches the results. In computer-moderated games, the computer provides the environment for the game to occur and presents decisions or questions to the player at key points during the game. The computer then reveals the consequences of the decisions made by the player
Information and rules. Some games allow the player to have a range of knowledge and information about past experiences with the game. Others provide minimal amounts of information to the player. Part of the strategy may involve the player’s response to this lack of information. Rules and player participation in setting rules may vary among games
To be verbally said: For example, the ability to choose different solutions to a difficult problem and be able to see the effect of those decisions they have on a fictional game allows students to experiment with problem-solving in a relative safe virtual environment
A A E441 Final Presentation
Presented by Amy, Nitthiya, Puvan and Sumathi
1. First log in.
2. Under links,Click on Ray and Tombscape 2.
3. Read the instructions on what you are required to do for
4. As you play reflect on 2 questions:
What are the advantages or disadvantages of the games in
terms of developing literacy?
How would you use the game/games as a teaching tool in
“Playing video games helps develop
sophisticated operational, cultural
and critical literacy skills.”
( Sun , 1996)
Gee, J. P. (2007). What video games have to teach us about learning and literacy.
Video gaming is multimodal
; another vehicle or tool
Meanings are created
Create a and control as players become
active and reflective participants
Allow among affiliated people which develops
language and social skills
Encourage players to relationships, strategies
and skills; how each action would impact on future actions
and other players’ actions
Learners could bring along
e.g. social class, gender, interests, motivations
cognitive, spatial coordinationskills
real sense of ownership
video games offer strong identities
allow players to think in different roles
project their values and desires onto the virtual character by
making use of the resources provided by the designer
words are linked to the experiences, actions, images or
dialogues whereas schools are unable to situate meanings in
real contexts all the time
problem -solving ability
Science teachers struggled to get students to learn literacy
Students commented, ‘We did literacy and numeracy at
school and we've never had to use it since.’
Modified a popular computer game, Neverwinter Nights,
published by Atari and produced by Bioware.
$25 million was spent on the game
94% of the students achieved key skills
Students were invited to pick a character and go on
a quest in which they have to make decisions about
what to take and how to progress using mathematics
and their literacy skills.
For example, before they set off in their ship they
have to fill it with the things they are going to need.
This requires them to calculate the area of the ship
and how much they can manage to bring.
Those who faced difficulty to progress in the game
would come knocking on the staff room door and
wouldn't let the teachers go until they were taught
how to overcome them
It surveyed almost 1,000 teachers and more than
2,300 primary and secondary school students in
59% of teachers would consider using off-the-shelf
games in the classroom while 62% of students wanted
to use games at school.
55% of students thought videogames would make for
more interesting lessons
More than 70% of the surveyed teachers felt that
playing games could lead to anti-social behaviour
while 30% of students believed that playing games
could lead to increased violence and aggression.
A quote taken from Youtube:
‘…some 9 year old are still afraid of their own
shadow, not to talk about a gun. I am 16 and I love
violent video games, love them nice and gory.. When
I was 15 I was let to shoot a realgun at a firing
range for the first time, and there they said I'm a
natural. I did not let them help me with anything, I
knew how to handle a gun.. which I learned from
Clash of CONFLICTS with schools’ ideal of learning.
Important knowledge/ information should be related to
intellectual/ academic disciplines.
discourse of media has an influence over ignorant,
passive viewers/ players especially the young
Lead to violence and obesity
Simply bad influence.
Exposure to violent media will reinforce and increase
Some gamers find it difficult to distinguish between
real and fantasy
Be clear of the learning outcomes
Assess the content:
Select games with no undesirable themes, language and
Evaluate the demands of the game e.g. instructions, skills and
prior experience required
Aligns with the syllabus
Required level and nature of involvement:
Active or passive gaming
Amount of information given vs. prior knowledge of the game
Range and options in difficulty levels for all learners
Create opportunity for play
Curriculum time may not be sufficient for the use of
computer games. Provide alternative places and time for
students to play the game (e.g., at home or in an internet
Create a community of practice for students.They can learn
how to move on to higher levels in the game, from one
Look out for opportunities to facilitate learning, like subtly
providing hints on some skills pertaining to a subject.
“Video and computer-based games represent
one technique that may be available to
educators, however care should be taken that
enthusiastic use of this tool does not displace
other more effective techniques.”