Chapter 5: Learning and Gaming
1 What is the main argument the author is making in Chapter 5.
That learning should be structured or shaped more like video games or that gaming and gaming structure can be useful tools in schools
2. What constitutes a theory of learning?
principals and patterns of how we learn
3. Why did the author struggle to learn to play Warcraft III? What needs to proceed before good learning principles?
he didn't get engaged in the game and therefore could not get motivated to learn to play it. There has to be motivation before the learner can commit to the learning experience of the game.
4. How would have the authors struggle with learning to play Warcraft III been interpreted in school?
He would have been given a poor grade and failed the class.
5 What kind of learning experience might be better suited for at risk students?
Horizontal learning where students spend a lot of time mastering the beginning skill of an area and don't seem to make a great deal of progress
6. Why does the school-based interpretation of "at risk" lead to bad learning?
Students who are considered at risk are often labeled and then given less challenging work which leads to further failure and eventual frustration and then they give up.
7. What do schools need to do to function more like a good game?
They need to engage students and provide motivation to create there own identity. They need to be given the encouragement to feel like they can achieve things on their own.
8. What is different about how good games and school assess learners?
games allow students to assess themselves, decide what they do and don't know and what way they learn best, schools assess and then make all the decisions themselves and across the board teaching.
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?
it gives info many different ways, print, orally and visually it gives interconnected information clearly and repeatedly and just when they need to know it. in school they are spoken at and then expected to remember it until whenever the teacher decides to ask them to recall it.
10. What is a sand-box tutorial? Why is effective? How is it different that school-based learning?
a time where the gamer is free to explore and learn about the game before he actually starts playing It gives them the general information on how to play and what to look for giving them confidence to continue playing. School dose not give children a heads up and leg up thus no they are often not confident and unsure how to succeed.
11. What is a genre? Why is it important for good learning?
a type as in movies or music. by knowing the genre of your subject it can prepare you for how you are expected to proceed. for instance in an literature class you may be expected to write a certain way while in math or science your papers may be expected in a different style or genre.
12. According to the author, what to learning and play having in common?
They both give joy and sense of a challenge and accomplishment.
13. How are the skills test in good games different from skills tests in school?
in good games skills are developed for the learner and not evaluated skills are assessed for their value instead
14. How does RoN support collaborative learning?
By bringing together learners with common interests online in chat-rooms, on web sites and with publications and allowing them to work or interact together
15. Match at least one learning principle of good games (on page 74) with each the following learning theorists you have studied in 3352:
Dewey- they create motivation for extended engagement
Vygotsky-they offer fish tank tutorials
Piaget-they allow learners to practice enough until it becomes routine and then introduce new things that challenge them and make them rethink and re assess
Gardner-they give information via several diferent modes
Bandura-learning is a dance between teachers guidence and learners actions and interpretation
Skinner-they give information just in time and on demand
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