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Computer
Games: agents of learning or mindless entertainment?
"Better theories of learning are embedded in the video games many
school children play, than in the schools they attend."
(Gee, J 2003, p7)
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James Paul Gee is a Professor of Reading at the University
of Wisconsin–Madison and has written numerous articles on sociolinguistics
and literacy studies. In the November 2005 of ‘The Harvard Education
letter: ‘The Classroom of Popular Culture’ James Paul
Gee wrote an article entitled: ‘What video games can teach us
about making students want to learn. On this page I shall conduct
a critical review of the article. (For copy of full article see www.edletter.org/current/gee.shtml)
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In the article Gee makes a strong case in favour of using computer
games in education, suggesting that complex games; “recruit
learning as a form of pleasure. Gee argues that “games teach
children not only how to play but how to learn, and to keep on learning.”
In essence, Gee suggests that computer games provide a safe environment
within which pupils can simulate identities and experiences and gain
knowledge and expertise through a process of problem solving and interaction.
Complex computer games are cognitively demanding, therefore, it stands
to reason that players will need to develop certain cognitive skills
in order to master them successfully.
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There can be little disputing the fact that Gee is highly enthusiastic
about the learning potential of computer games. It is equally difficult
challenge his assertion that; “video games are spectacularly
successful at engaging young learners”, they are one of the
few mediums to successfully integrate learning and reward. Ultimately,
it is perhaps necessary to acknowledge that for video game makers,
unlike schools, failing to engage children is simply not an option.
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However, whilst many gamers will recognise Gee's descriptions of
game-playing, his account is highly subjective and based largely upon
his personal experience. There is no definitive evidence of the educational
potential of computer games within a more traditional academic context.
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