play think learn

I had a very exciting moment at the end of last week when I received this package of books from my publisher. Learning with Digital Games is my first book and is based on practical lessons learned from the research carried out during my PhD.

It is designed as an introduction to the use of games-based learning in universities for lecturers, learning technologies, researchers and anyone else who is interested really.

There is also a web site to support the book, and any feedback or comments will be very gratefully received.

Becta has just published the final report of a research project that myself and Cathy Lewin managed last year, which looks at the different ways in which online learning was being implemented in schools and FE colleges in the UK and their impact.

The project used a literature review and key informant interviews to identify eight case study institutions where different models of online learning were successfully being implemented. In-depth case studies in each institution (including interviews with learners, staff and parents as well as observations of the learning environments) allowed us to examine the different ways in which online learning was being used, develop a framework for analysing different implementations, and consider the benefits and limitations of different models.

Four ‘typical’ models of online learning were identified:

• Fully online – structured online resources, activities and communication.
• Independent study – extensive online resources and limited tutor support.
• Added value – predominantly face to face, with supporting online activities and resources.
• Flexible integration – timetabling to allow a mix of chunks of online learning time coupled with chunks of traditional classroom teaching and learning.

This article, published recently, provides a detailed and comprehensive method for evaluating the educational value of computer games. The authors propose 74 indices on which educational value could be measured, broken down into seven categories of educational value:

• mentality change
• emotional fulfilment
• knowledge enhancement
• thinking skills
• interpersonal skills
• thinking ability
• bodily co-ordination.

While 74 indices might be a bit unpractical and overly cumbersome, the framework presented is a useful way of conceptualising the different types of knowledge, skills and values that computer games can teach. The authors also provide an questionnaire tool and example of use in practice, which helps to show the potential application of the instrument.

 Hong, J-C., Cheng, C-L., Hwang, M-Y., Lee, C-K. & Chang, H-Y. (2009) Assessing the educational values of digital games. Journal of Computer Assisted Learning, 25/5, 423-437.