Whight’s view on technology, maths and education.

This was one topic I was considering for my immersion activity and felt it warranted some greater exploration on my part. For me personally, I couldn’t see the value in commercial games and only thought benefits could exist in educationally produced material.

But this view has altered. Upon viewing the video Why Games , it became apparent that even commercial software has potential. Possibilities mentioned included the physics involved in Half-life through to the historic perspectives offered in games such Age of Empires. Or my own thought, could physics or engineering be examined by using flight simulators?

Original Photography:  ’mac flight’

But why are games so useful as educational tools. The key mentioned is that they are ENGAGING. Additionally, feedback included that: 

§         They can be open-ended or non constrictive, unlike standard workbooks or textbook work

§         They can allow you to make your own creations.

§         They can allow you to examine the impact of certain actions to build your understanding.

More formal commentary suggests the added benefits of modified mainstream games to include additionally educational elements. These games are still engaging but also provide opportunities for students to think more broadly, such as an understanding of chemistry in the modified DoomEd game. Its also interesting to read that games are not only being used by students but also actively created.

I feel the need to be careful when using games to model real-world phenomenon or those which examine historical perspectives. As research has pointed out, there needs to be a sound level of accuracy so that we will be comfortable using them in a classroom. For example, games where you can somehow jump from a 10 story building and then keep running could create dangerous misconceptions in a child’s mind.

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