Blog Post #4: GAMING /
Part One
First
off I would like to know how many of my peers have witnessed Virtual Reality in
instructional applications, Augmented Reality within their environment (not
just learning), and use of games in your classroom settings? I inquire as an educator, designer, and
father.
My
experience with Virtual Reality started many years ago. I worked at Disney World as a technician
while going to school for one of my undergraduate degrees. Also my roommates in college are heavily into
the effects for visual arts industry and introduced me to the technology at
early stages of development. SIGGRAPH
1994 took place in Orlando and I made many great contacts that have lasted
throughout the years. I became a digital
multimedia specialist focusing on interactive media content for instructional
and educational purposes. If interested
in graphical design and computer applications I would suggest researching
SIGGRAPH and its membership. Contacts I
have had are in the instructional design industry, medical education fields,
and visual arts of all kinds. As
educators it’s overwhelming to see the greatest technology advancements rolling
out onto the floor.
Virtual
Reality started out with the flying of a magic carpet through the world of Aladdin
in the back rooms of Imagineering at Disney in 1993. I have also had experience with doctors
practicing mock surgeries, army simulations, attraction style learning
experiences, and strange forms of graphic user interfaces orchestrating virtual
worlds. All of these are out of the
scope of this class but I am very interested in all forms of instruction and
have put myself into positions where resources are not typical.
Augmented
Reality was introduced to me a number of years ago on the University of Toledo
Medical Campus while working for the Center for Creative Instruction. We explored applications in marketing and
education attempting to better engage with our students and provide more
enriching learning experiences. It is
also very cool. If you see the fans at
the Glass Bowl holding up a Marco’s Pizza card with a black and white Marco’s
logo on it and the projection on the jumbotron shows a gaggle of fans wearing
Rocky the rocket helmets on their heads because through augmented reality the
space is redefined remember you are hearing about it here first (seriously, it’s
in the works). ESPN feed will show the
feed directly. I love technology.
Gaming: The applications are endless. Teaching through application is one of the
best forms of instruction and any technologies that can help enhance the
learning experience should be explored.
World of Warcraft for example, though it is very graphic and not
suitable for most children, is a great way of collaborating with others from
cultures outside of the user. They
interact, work together, and individually take actions that are felt in a very
real way. Sim City teaches users about
cities and their functions. The example in the video addressing Civilization V
and the effect on the learners with geography and history is a strong
example. Complex gaming has been a
catalyst in many learning environments teaching the student valuable lessons
and influences not available in the classroom.
In a world driven by results gaming is a star with its influence and
instructional impact without feeling as if they were in school [or school not
feeling like school when used in the classroom].
These
are just a few thoughts that came into mind when reviewing this chapter. Gaming and simulation are still in their
infancy in the classroom. Things
continue to evolve and it will be interesting to observe the changes within our
educational environment. “Flat
screens. No one will go out and buy some
massive fourty-seven inch TV set! “ I remember people saying a few years
ago. Now 3-D is permeating the cultural
landscape and technologies such as these available to the masses with no interest
payment options at your local Best Buy will only make availability
relevant.
John,
ReplyDeleteI enjoyed reading your blog and obviously, you are very familiar with this territory! I, on the other hand, am somewhat of a novice when it comes to all of these! I will try to answer the question you posted at the beginning of your blog. I have not witnessed VR or AR in an educational setting. However, as a mother of an 11-year old boy who has a Nintendo DS, a Wii, and a PS3, I am somewhat aware of this world. As you mentioned, the graphics on some of these gaming platforms are very realistic and the player is often “pulled into” this reality. My husband and I do some research on some of the games my son would like to have. The most recent one was Modern Warfare 3 and the parental answer was no.
I could see the educational value of these games, but I also see how addictive they can get. They could become the center of a child’s life to the point of addiction – as some of these stories had been reported in the media. They could replace or diminish face-to-face interactions and contribute to obesity (sedentary lifestyle). So moderation must be exercised.
The main educational value I see is motivation: the students are highly motivated and engaged when it comes to doing anything on the computer. I am not certain whether it is the computer or just the fact that they are about to do something outside of the regular classroom routine!
The main obstacle for school districts and some parents is money. Bridging the digital divide in our schools has been a challenge since technology has started to enter into the educational mainstream twenty or so years ago.
Bridging the digital divide has been a challenge over the years and money has played a large part in barriers being constructed between technology and education. I believe the biggest obstacle is in coming up with applicable ways of integrating resources such as the ones mentioned in this session into a classroom setting. Finding a happy medium between them is a challenge.
ReplyDeleteI agree with your mention of motivation. Computer games are perceived to be "Their World" and not the world of the classroom. They take ownership of what they are doing and strive to learn how to be better and achieve excellence. I wish this was always the case in the classroom but reality is reality. I have used video games and movies to engage with the learner to expand their ideas.
I see games as a vehicle to trick the student into awareness and understanding. I condition my students, family members, and others to see the world as I want it to be seen. Games are a recon type way of achieving such goals.
John, I envy your experience and understanding of technology. Your children will benefit from your knowledge and with practice maybe they will be designers of future games and simulations.
ReplyDeleteI agree with you about games and simulations being at the beginning stages in the classroom. I believe students could greatly benefit from being able to use games, simulations and virtual reality to not only enhance education, but also gain new knowledge. You mentioned in your post about the everyday scenarios set-up in the games and simulations. It is great that this type of game is presented to the user. The user can develop critical thinking skills and practice making decisions.
To answer your question at the beginning of your post, no I have not seen games, simulatins or virtual reality being used in the classroom to enhance learning or deliver instruction on a regular basis. I work in an inner-city high school and we do not have computers in the room. I do take my students to the computer lab before doing dissections so the students can practice and also become familiar with the organism we are going to dissect. Our school did get a grant and 4 teachers were given 30 notepads. The notepads are only for those classrooms, so the students in those classes are now being given an opportunity develop techology skills.