The reason I was so drawn to COTS games is because the energy the kids put into them.
I want you to imagine this: kids who simply didn’t care about school unmotivated to learn, sort of drifting through the system. It was depressing (especially compared to China, where the kids seemed to universally value education and it’s promise)
But then I see them incredibly interested in these dynamic, complicated, intricate games, and I think “Hey...why not?”. with good instructional design, these could be a potent vessel for learning in the classroom. Coupled with my interest in computer games, simulations, and text-based gaming, I thought (and still do) COTS games are the way to go. COTS games can meet the learner. The kids can use their high motivation and learn! It’s the key thing about COTS titles; they bring out motivation, motivation, motivation.
But now I’m working in NYC at a school for very, very bright kids. Yesterday, I spent a good 40 minutes having a delightful conversation about PHP, SQL injection attacks, managed hosting, and my favorite CMS with a seventh grader (13 years old)! This kid was so far ahead of anything I’ve ever seen. I was impressed and awed at the same time.
So where do COTS titles fit into a school where 90% of the student body is already highly motivated, energized about learning, inquisitive, and interested?
...bit of an interesting dilemma, yes?
I’ve really no doubt of the value of COTS games, and I’m equally certain COTS titles are the way to go (as opposed to non-cots games) I’m thinking of modding COTS titles with the video game club, which I think holds great promise, but for now, the question remains: Where does COTS titles fit within the high-achievers sphere of students?
Look forward to your input.
On 06 October 2006, tonyforster inscribed the following thoughts about this post:
The goal of every teacher should be to produce students smarter than themselves. Designing educational experiences for them is difficult. If left alone, that sort of 7th grader will start hacking into the network out of sheer boredom.
They need a challenge which is:
self-directed (because they are too smart to be directed by us)
open ended (as above)
authentic (real world not artificial)
relevant (relevant to the things they value)
Yes that is a difficult ask for COTS games but don’t give up on games. Game creation fills all those criteria.
You can offer a game creation environment such as Game Maker http://www.gamemaker.nl (don’t be told it’s only for Pacman games, it supports networked multiplayer and 3D). If thats not enough challenge them with a C++ compiler and the Torque game engine
On 06 October 2006, tonyforster inscribed the following thoughts about this post:
Addendum:
and if the goal is that they be learning about American history, get them to make an educational game about it.
On 07 October 2006, Dave McDivitt inscribed the following thoughts about this post:
Bill
When I have used COTS in my high school classroom the high achievers are just as motivated by them as the low achievers. I understand your point. Good students are good student....on a computer, blackboard, abbacus, or writing in the dirt. They excel because they are hard working, gifted, encouraged at home etc...but I have found they like the games as well. The poor student who is motivated by games is just so much more exciting because the sleep in class, don’t do homework, don’t do anything.....then all of the sudden they show life and enthusiam for something in school. How can that not be exciting?
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