Chapter 3 - How Players Learn to Learn While Playing?
Abstract
The main objective of the chapter is to show the benefits and shortcomings of video games for the student acquisition of the "learning to learn" competence regarding:
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Skills such as self-reflection and self-awareness of the learning processes that are associated with this competence.
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Knowledge acquired about what is known and unknown, about the relevance of the contents or about the ability to learn for oneself.
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Attitudes and values such as motivation or self confidence that are key to acquiring the "learning to learn" competence, where properly used video games can play an important role as fun tools.
To do so, we will begin by reflecting on the definition of "learning to learn" and the bibliography regarding video games in classrooms. Later, the positive and negative aspects of video games will be studied, especially insofar as use by students for acquiring the skills, knowledge, attitudes and values that go hand in hand with the "learning to learn" competence.
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Finally, some methodological tips will be provided to help educators make effective use of video games for acquiring this competence, in particular regarding the following three aspects:
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For the selection of the most suitable video games for acquiring the "learning to learn" competence.
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Regarding the most effective educational strategies for achieving the objective that students learn to learn.
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Related to the use of video games as effective tools for the acquisition of this competence.
Keywords: Video games; Educational games; Teaching materials; Competency based teaching; Learning methods
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Introduction
On December 18, 2006 the European Parliament and the Council of the European Union created a series of considerations and recommendations under the title "Key Competences for Lifelong Learning: A European Reference Framework", which describes the fundamental qualities that should be taken into account when planning, organizing and managing lifelong learning. This publication includes the following eight basic competences, of which, the "learning to learn" competence is considered the one that supports all learning activities:
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Communication in the mother tongue.
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Communication in foreign languages.
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Mathematical competence and basic competences in science and technology.
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Digital competence.
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Learning to learn.
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Social and civic competences.
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Sense of initiative and entrepreneurship.
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Cultural awareness and expression.
The third and fourth competences make reference to use of technological tools.
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The western world is currently immersed in the Internet of Things (IoT) phenomenon and the use of technology is part of citizens’ daily lives. New generations are immersed into a technological world that evolves at high speed where adaptation to new contexts and tolerance of technological changes is an essential requirement to be properly informed and connected. Technology floods practically all areas of life, from the simplest and everyday activities such as mapping out a route on a GPS, to the most complex and sophisticated like using digital certificates to digitally sign documents that involve the management staff of a multinational corporation.
The context of games and entertainment is not outside this umbrella of technology. Far from it, the use of video games is currently widespread especially among the young. The great potential of these resources has not escaped the view of educators, who increasingly use them as teaching resources because of their eminently motivating character.
We will go on to analyse how video games, understood as educational tools, can help to acquire the "learning to learn" competence. To do this, we will start by studying the definition and the main characteristics of this competence, as well as establishing the skills, attitudes and values associated with it. Secondly, will go through the principal research addressing video games as educational tools. The next section addresses how video games can be used as resources to facilitate the acquisition of skills, attitudes and values related to the "learning to learn" competence. Finally, the chapter concludes with a description of the main strategies for educators who intend to use video games as didactic aids, as well as the requirements for effectiveness. A number of conclusions and references will complete the theoretical part of this chapter.
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Conclusions
We begin by defining "learning to learn" as the competence to dissociate the teacher-student dichotomy so that students are able to learn autonomously and self-consciously. We also established the skills, attitudes and values associated with this competence. After analysing the main academic studies on the application of video games in the classroom, a series of guidelines were provided in order to realize the potential of video games for the acquisition of "learning to learn".
Video games have proven to be useful tools for the acquisition of certain fundamental skills, such as self-discipline, the conscious search for learning opportunities, the capacity for self-evaluation, the autonomous search for information, the ability to solve problems and overcome obstacles, the proper management of change and the ability to apply prior learning to new scenarios. In contrast, video games should not be considered the most appropriate tools for the acquisition of skills regarding search for help such as advice, orientation, guidance or support.
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With respect to the attitudes and values associated with "learning to learn", motivation is a characteristic that is often associated with the use of video games in the classroom. In fact, student motivation is often the main reason leading teachers to use these resources.
However, the use of video games as teaching tools must be planned beforehand and situated in the context of an educational strategy. Furthermore, for the strategy to be effective, the following conditions must be met:
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The right video game has to be selected.
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The teacher must know the game by having played it previously.
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The video game must be analysed to identify its content and educational potential.
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A prior classification of video games must be done according to their educational potential.
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The selected video game should adapt to the aims and contents of the instruction.
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The video game must be contextualized to the type of students and their social conditions.
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The figure of the teacher is necessary for guiding students to reflect on the educational experience.
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The teacher must ensure that students are aware of the connection between the video game and learning.
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Teachers must orientate and make decisions during the didactic process with video games.
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Teachers must be qualified in terms of digital competence, design of monitoring instruments, evaluation, teamwork ability, favourable attitude, etc...
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Conditions such as spaces, infrastructure, equipment, access to online game repositories, and internet connection must be adequate.
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Methodological considerations should be taken into account.
In short, the use of video games must be configured, planned and executed by teachers so as to achieve a true educational experience, while preventing the classroom from acquiring the dynamics of a playroom.
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