Double Entry Journal #12

Chapter 5: Learning and Gaming

1. What is the main argument the author is trying to make in chapter 5?

The main argument that the author is trying to make in chapter 5 is the fact that schools should structure learning like the learning that occurs when a person plays a video game. 

2. What constitutes a theory of learning?

The setting in which learning is taking place is what constitutes a theory of learning.

3. Why did the author struggle to learn to play Warcraft III?  What needs to proceed before good learning principles? 

The author struggled to learn to play Warcraft III because he “failed to engage with it in a way that fully recruited its solid design and learning principles (Gee 59).”

Before good learning principles occur, the player has to have “motivation for an extended engagement with the game (60).” 

4. How would have the author’s struggle with learning to play Warcraft III been interpreted in school?

The author feels that his struggle and failure to learn how to play Warcraft III would’ve been seen simply as a failure and not seen as a precursor to how to learn something further.

5. What kind of learning experience might be better suited for at risk students? 

At risk students might learn better in an environment where they are able to do education simulations and video games!

6. Why does the school-based interpretation of “at risk” lead to bad learning?

 The school-based interpretation of “at risk” leads to bad learning because to reach the “at risk” students’ level academically, many schools just give the students “dumbed-down” curriculum, which doesn’t make them feel successful! 

7. What do schools need to do to function more like a good game?

 To function more like a good game, schools need to allow students to take on identities as learners and get students’ minds fully involved, just like video games do. 

8. What is different about how good games and schools assess learners?

In school, students are disconnected from the curriculum, but in games, they take on the identity of what they are learning. 

9. What are the attributes of a fish-tank tutorial that make it an effective learning tool?  How is it different than school-based learning? 

RoN’s fish-tank tutorial allows the player to assess his/her own learning style and preferences by actually playing the game and learning how he/she learns best.  This is different from the way that learning occurs in schools because in school, the learner is assessed and then adults in the school decide for the learner how they can learn best.

10. What is a sand-box tutorial?  Why is it effective?  How is it different than school-based learning?

In a sand-box tutorial, the player is free to explore the game without risk of getting harmed.  It is like they are really playing, but the tutorial is designed so that players can get a feel for the game in a realish situation.  It is effective because the player knows somewhat of how the game works when he/she gets a feel for it from the tutorial.  This is different from school-based learning in that students often don’t have time to explore what they are learning in a “non-harmful” way just to get the feel of it.   

11. What is a genre?  Why is it important for good learning?

Genre means the “type of thing something is (68).”  It is important for good learning because good learning always requires knowledge of the type of thing that is expected to be learned.   

12. According to the author, what do learning and play have in common?

In some games, the player plays as he/she learns how to play.  This is exactly how real life works in lots of instances.  Very rarely will you find a tutorial on how to do things in life; rather, you play as you go! 

13. How are the skills tests in good games different from skills tests in school?

Skills tests in school are not usually “developmental for the learner and not evaluative (73).”

14. How does RoN support collaborative learning?

RoN supports collaborative learning by giving players the opportunity to work in affinity groups (groups with people who share their interest in RoN). 

15. Match at least one learning principle of good games (on page 74) with each of the following theorists.

Dewey - 1) They create motivation for an extended engagement.

Vygotsky - 12) They offer (guided) fish tank tutorials (simplified versions of the real system).

Gardner - 14) They give information via several different modes. 

Bandura - 9) (To go along with Bandura’s views on motivation) “Experienced” doesn’t mean “expert”; it can mean that one is prepared for future learning.   

Skinner - 15) They give information “just in time” and “on demand.”