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Doesn't gaming isolate children from the real world?

  • Himmler2339
  • | Nov 17, 2007
  • | 1361 views
  • | 3 comments

We often think of gaming as a diversion from reality, says David Williamson Shaffer, an education science professor at the University of Wisconsin-Madison and author of How Vieo Games Help Children Learn, but they're actually more real than some of the experiences kids have in school. "Elections for student body can be a powerful way for kids to understand government and democracy, but not all students can run, and what you can really do as president is limited," he says. But in a game likethe political Machine, students become campaign managers for a presidential campaign, and they decide on everything from platforms and fundraising strategies to advertising messages. Shaffer, a former Grandmaster and math teacher, was frustrated by his school's emphasis on testing basic skills, which he believes does nothing to prepare students for the technological world. Games teach students to be innovators, he says. He now works in a research group that field tests games that "help students learn to think like engineers, urban planners, journalist, lawyers, and other innovative professionals, giving them the tools they need to survive in a changing world," according to the group's Web site Epistemic Games.

Comments


  • 5 years ago

    salamillion

    Chess played on a board with real pieces and not one on one with a computer and even games like Candyland and Puppyopoly keep the TV off and the family in the same room together.  Seems like that kind of gaming delivers value.

  • 5 years ago

    figrock

    Dungeons & Dragons... Now that is gaming! Just think, you're a 250th level Chess Master with a +18 Queen of Mating on a Board of Erotic Dreams Come True. BAHM! I would like to play that game!!!Smile

  • 6 years ago

    Himmler2339

    I agrees that goal-setting is key. "You have to have a conversation before and after the game; you have to ask questions and get students writing about what they've experienced, or that critical thinking isn't crystallized," I said. "If you stick a kid in front of the computer and expect something magical to happen, you're going to be disappointed. You need to ask, 'what are my objectives?' You need planning and assessment. It's just good teaching." Plus, it's just plain fun. "We're going to play a game' sounds a lot more appealing to a class than, 'We're going to summarize a story and analyze a plot diagram,'"
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