Game-based learning

Computer game based learning is being used and developed in Scottish classrooms because, according to Scottish Education, research is beginning to suggest that computer games can help motivate learners and produce a successful learning environment.

"Game based learning resonates with today`s learners because games are a key aspect of their digital culture. " Yes, that may be true for many learners but is it a justification for introducing computer games into schools as part of their learning?  

 

Anthony Salcito, Global Vice-President for Education at Microsoft, (in the video above) definitely thinks so, but he would, wouldn`t he?

According to Mark Prensky (founder and CEO of Games2Train) today`s young people become native in understanding ICT-based consumables. Worryingly, Mark Prensky believes that amongst other things, learners develop a preference for graphics before text. In a curriculum like Curriculum for Excellence which purports to encourage literacy across all areas, that seems to be a bit self defeating and could be an argument against game based learning.

Other potential problems include the fact that students who play games thrive on instant gratification and frequent rewards; and are less interested in `serious` work. They can also be highly addictive. So there would have to be some very good reasons for introducing games into the classroom.
PDF file: Marc Prensky Digital Natives, Digital Immigrants (2001)

Here`s Education Scotland:

"The huge global trends in learning, away from one size fits all towards personalisation, away from age phases towards ‘no age limits’, away from simple notational assessments towards new media-based e-portfolios, and away from individual towards collaborative, opens up a wide embrace to cerebral learning games. Education and games are literally starting to speak the same language." http://www.educationscotland.gov.uk/usingglowandict/gamesbasedlearning

Now what kind of language would that be ?

Returning to Anthony Salcito:  The fundamental role of a teacher is no longer to deliver information. .. the teacher fundamentally is now changing the way in which the students are learning...learning skills redefine how we assess learners ....from a content-based subject based world - to assess the learning process. (And to assess the personalised learner, of course !)

The language being used is progressive:

self directed
active learning
personalised
problem solving
critical thinking
collaborative
motivating
creative learning experience
social constructivism. (The learner creates their own meaning)

Toby Young, author of `Prisoners of the Blob: why most education experts are wrong about nearly everything` makes a good case against progressive education.

Progressive education sounds modern but it is a belief system with a 200 year old history dating back to the Romantics: "After three decades of research, cognitive scientists have concluded that abilities like critical thinking and problem solving cannot be taught to children as stand-alone, abstract `skills`. They can only be taught alongside subject knowledge." The reason for that is the very limited capacity of working memory.

"A child who knows a lot about video games can think critically about video games, but not another subject that he or she knows little about. To imagine that children can learn the ‘skill’ of critical thinking in one subject and then apply it to another, regardless of how scant their knowledge is of that subject – or to believe that it can be taught as a stand-alone abstract discipline – is simply wrong. Broad comprehension – being able to think critically about a wide range of subjects, ... requires a broad base of knowledge." 
http://www.civitas.org.uk/pdf/PrisonersofTheBlob.pdf

The cynical view is that these modern ideas, which are not modern at all, are about getting rid of that knowledge base. When the aim is to control the global population it is best that they are unable to figure out what their intended global leaders are about.