Using computer games as a teaching resource

Computer games constitute a new media genre which entered the consciousness of the children and young adults in our classrooms a long time ago. Computer games have become enormously popular; in fact, research shows that young people now spend more time playing computer games than watching TV in their spare time. The turnover of the computer game industry worldwide now exceeds that of the film industry. The Interactive Software Federation of Europe (ISFE) has just published the results of a survey, of which one conclusion is: “ISFE-Nielsen research shows gaming as a top leisure activity for kids, adults and parents across Europe”  Thus, there is every sign that computer games are by no means a transient phenomenon.

Computer games blend with other media genres. We are used to films being based on novels, but now we also see games being produced based on not only films and novels but also cartoons as well as popular TV series, such as Desperate Housewives. However, that is not all. We also see other genres created on the basis of games. The film Max Payne, which is currently playing in our cinemas, is based on a game by the same name, and novels have been written based on the famous game World of Warcraft. Moreover, computer games are now also regarded as an art form, as was manifested at the Vancouver Art Gallery in the summer of 2008 where the exhibition KRAZY! included computer games.

Even though computer games play a major role as a cultural phenomenon – not just in the media world of school pupils but in general – they have yet to find their proper place as a teaching resource. The reasons for this are probably teachers’ lack of knowledge about computer games and their teaching potential as well as inadequate technology and the absence of teaching material. In addition, the prevailing teaching culture is a major barrier to the use of computer games in the classroom. On account of its interactivity, the computer game must be looked at in an entirely different way compared to traditional analogue teaching resources, and the teacher’s role is challenged when it comes to playing the games, as the pupils are wizards on the keyboards compared to the teacher. However, these barriers can be surmounted, and a good tip would be to start with a small and fairly uncomplicated game, such as the free online climate games referred to on this site. Still, why should we use computer games in the classroom at all? You could argue that children should be allowed to enjoy their computer games in peace – a haven free of adult interference. Nonetheless, there are two important arguments for including computer games in the classroom: firstly, it is essential to work with the pupils’ media consciousness and competencies also when it concerns games. Secondly, computer games have great motivation potential and it is obvious to utilise this in the classroom.

One of the responsibilities of school is to develop and support the pupils’ critical faculty towards the media, and it is necessary to give pupils the tools to deal with games that can manipulate and affect young people. Games are being produced with advertisements; there are political games and games which appear to be free but which tempt children with options of buying, for instance, clothes and weapon for their game characters. An example of a manipulating game, available as a free download, is America’s Army, which was produced with a view to recruiting soldiers for the US Army. Also the game Special Force II, based on the war between Hezbollah and Israel in 2006, incorporates aspects of manipulation.

In many cases, violent computer games have been blamed by the Press for playing a part in the tragic shootings on school premises all over the world. If there is just an element of truth in this allegation, it is imperative that we as a school discuss these games with the pupils; we cannot just turn our backs and let the pupils handle these games on their own. Although many pupils have high levels of game competencies, it requires educational direction, if they are to reach similar levels of media competencies.

Research recently conducted by the National Institute on Media and the Family, Iowa,  concludes that one in ten American children is dependent on playing computer games to such an extent that it is harmful. Such findings must be followed up by preventive initiatives actioned in schools, and it is therefore essential that we discuss computer games with the pupils in an educational context.

Commercial computer games constitute an excellent starting point for learning processes in many subjects. When the pupils are to work with textual analysis and production, it can be hugely motivating for them to start by considering a computer game. Why not learn the concepts of characterisation and environment description from a game? As a player in The Sims games, you equip your characters with external and internal characteristics, and The Sims environment is best described by screenshots, which are freely available on the Net.

Also in connection with the teaching of creative writing, there are obvious benefits from basing it on a computer game. The pupils can write in many different genres: short story, review, diary, summary, fan fiction, picture story, letters, manual, etc.

The game Patrician II takes place in the Middle Ages, and the player sails around the Baltic with the purpose of buying goods, later to be sold at a profit. The player can consolidate his/her power by being a good leader of his/her town and by increasing his/her capital. This game is nothing short of perfect for being included in the history lessons when the pupils are to learn about the Middle Ages. By playing the game, the pupils will fell transported to the era, and that is an experience which books will never be able to invoke. Pupils will experience first hand the factors of power at play and feel that they have become eyewitnesses of life in the Middle Ages.

The teaching of foreign languages includes both oral and written communicative competencies. Also in these lessons, the starting point of a particular lesson plan can easily be a computer game. The pupils can present their favourite game orally supported by a couple of slides in PowerPoint with images from the game. They can write a walkthrough, playing instructions for various games and they can play the games according to each other’s instructions.

When, as a teacher, you embark on integrating computer games in your teaching, you will often need to ask the advice of your pupils who are likely to have more experience playing computer games and navigating using the mouse and keys than you do. For the pupils, there is great prestige value in being allowed to help both in relation to the teacher and their peers. Pupils with low status in the class often have extensive playing experience. As a consequence, lessons that include computer games are often experienced as highly motivating and successful for this group of pupils.
 
Evaluations of pupil benefit indicate that lessons which include computer games are generally regarded as motivating, they achieve good results vis-à-vis teaching goals, pupils feel satisfied with their product and they feel that they have performed better than they normally do. Surely, such data will convince any doubters and blaze the trail for teachers to use computer games as a teaching resource.