Which videogames should be used in schools?

Wallace, S. (2008). Video Games Start to Shape Classroom Curriculum [Image]. Retrieved October 23, 2011, from http://www.csmonitor.com/var/ezflow_site/storage/images/media/images/2008/0918/video-games-start-to-shape-classroom-curriculum/picture1.jpg/5391240-1-eng-US/picture1.jpg_full_600.jpg

Introduction:

I already use video games in my teaching. However, this has been a personal and relatively quiet decision which means in practical terms that the teacher librarian has had little input into the choice or necessary resources for playing video games in my classroom. Overall I believe, initially based on personal observations and discussions, that video games are perceived as “bludge” time and therefore most students and teachers do not apportion value to this type of activity in the classroom.  In my present full time teaching role, time has been an enemy in terms of sourcing and fully realising the potential of such resources in a 21^st century teaching and learning paradigm. This course has allowed me to investigate more deeply into the research (such as Prensky) that shows the value of utilising video games in the classroom. So I am starting from a place of acceptance that video games are part of our pedagogical toolkit. What I would like to do is further investigate which video games should be part of a school library collection and have a clear rationale to present to more doubting teacher practitioners.

For this purpose I have looked particularly at the research presented by Elizabeth Tappeiner and Catherine Lyons (2008) in their journal article entitled “Selection criteria for academic video game collections”. They propose four specific criteria that they recognise as necessary considerations for developing video game collections: cultural value, content, teaching and learning principles and physical characteristics. In examining these criteria the value of video games in school libraries should become more evident.

Practical considerations: physical characteristics and playback equipment:

There are, similar to books and movies,  a large number of publishers of video games with their very large range of games and gaming accessories that need to be considered for the collection development of a school library. Every DVD rental business and many retail outlets provide a variety of gaming resources, recognising that different formats and games appeal to different consumers. School libraries are in a different position based on the fact that they are not going to be providing these resources with profit aspirations. Therefore, it would seem possible that a library could rationalise some of this choice in playback equipment. Tappeiner and Lyons outline the major game developers as Sony, Nintendo and Microsoft. They discuss the need therefore to have a clear library policy on games and playback equipment before developing a video game collection. Decisions on whether or not to loan the playback equipment or just games and for how long and under what conditions determine the eventual composition of the collection. Other aspects to consider include all the peripheral accessories that may be needed for various games introduced into the library collection. These practical aspects are all crucial to consider alongside the budget for the school library space.

Teaching and learning:

The second criterion to address when formulating a video game collection in a library involves the purpose of the resource. For a school resource centre, teaching and learning principles are high stakes purpose. Generally games may be perceived as fun or for leisure or entertainment whereas for appropriate use of funds, teacher librarians will need to consider the usefulness of video games for various curriculum objectives.  Some recent research by Gentile and Gentile referred to by Tappeiner and Lyons (2008; 123) in their journal article, found that “video games use pedagogical techniques that lead to good learning: requiring learning to a high level, distributed practice with feedback, overlearning to automaticity, reflection and practicing inquiry skills.” It seems quite evident therefore, that most video games could be considered useful for educational purposes.  Further, one of the best known researchers on video games and learning, James Paul Gee, identifies many characteristics of video games that provide players with good learning experiences, two of which were highlighted by Tappeiner and Lyons (2008; 123):

1 players assume a role or identity and need to navigate a new environment with an unfamiliar set of givens; or

2 players “build and maintain a complex entity” and handle the interplay among variables (article)

This provides further clarification regarding the types of video games to be used in an education context.

Content:

What the video game is about can be more difficult to determine than for a book or a dvd selection. Sometimes the context is integral to participating in the game and at other times it is simply a backdrop to the skills needed to partake in this activity. Tappeiner and Lyons (2008; 123) suggest that many games “build skills that players can use in real world contexts”. Examples such as SimCity and Nintendo’s Brain Age were specifically employed to illustrate that mainstream or commercially available video games, although not designed for educational purposes, have suitable content for use in schools. However, they also outlined Craig Anderson’s recent research that found that violent video games can have a negative effect on a young person. Therefore, the content of the video game needs to be investigated very carefully.

There are a number of selection methods outlined to ensure that care is taken in the selection of suitable video game content. The use of the rating system, similar to that used for video content in general was highlighted as a necessary tool for the assessment of content in terms of “violence, sexuality, substance abuse, profane language and gambling”( Tappeiner and Lyons, 2008; 123). Also walkthroughs, as provided by a number of websites including IGN and Gamespot as identified in the article, can provide additional detail to assist in the selection decision making process.

Historical and cultural value of video games: collecting classics:

Resource Centre selection policy must also determine the age of video games that they purchase for the school context. Tappeiner and Lyons (2008; 124) refer to Stanford Humanities Lab’s 2007 list of ten most important video games of all time.

Lion,W. (2008). Sims 100 million [Image]. Retrieved October 23, 2011, from http://www.fotopedia.com/items/flickr-2477136208

Spacewar! (1962),

Star Raiders (1979),

 Zork (1980),

Tetris (1985),

SimCity (1989),

Super Mario Bros. 3 (1990),

Civilization I/II (1991),

 Doom (1993),
Warcraft series(beginning 1994) and

Sensible World of Soccer (1994)

These classics could be justified in a school context in terms of the enduring nature of the games for purposes such as deconstruction for a game design or programming class or critical analysis for a cultural study. However, the compatibility of the game with the school console resources, to hark back to the original criterion, is ultimately going to determine whether these resources are suitable for the collection. This would appear to be of the lowest priority within the four criteria outlined for school library collection development.

Conclusions:

The selection criteria for video games in a school library context have shown the necessity for a unique approach to this resource.  “Creating these collections from scratch is no easy task; the number of new releases is increasing, hardware rapidly becomes obsolete, and few, if any, recognized authorities regularly review and recommend games for an academic audience.” (Tappeiner and Lyons, 2008:124) Also, convincing the school community of the relevance or importance of video games in an educational context, creating appropriate policy, deciding on consoles, titles, vendors, budget percentage and security of the video games are other specific challenges for the Teacher Librarian. This situation is evolving as the video game becomes a more integral component of teaching and learning pedagogy.

In practical terms, the acquisition and collection of video games could and should be a service provided by a library, particularly when gaming is widely regarded as a teenage motivational activity, although more broadly, research indicates its relevance to teaching and learning objectives.  To provide access to these games, selection processes need to be established based on physical characteristics, teaching and learning principles present in the games, subject matter and content, and the cultural and historical value of a game. Further, circulation policies will then to be established. So many decisions to be made, that ultimately the teacher librarian is responsible for, guided by the evidence available.

Reference:

Tappeiner, E. & Lyons, C. (2008). Selection criteria for academic video game collections. Collection Building, 27, 3, 121 - 125.