Storytelling & Learning Through Video Games - 20 views

• 
  #1 Danuta Sierhuis on 10 Mar 14

   

  Today, our discussion about representing and learning history via video games was a rather interesting one! If we had had the time, I had wanted to bring up the point that video games are a great pedagogical tool regardless of what is being taught. Video games usually contain some kind of overarching narrative that is the basis of the entire game, and this story can be injected with historical truths that do or do not seem obvious to the person playing the game. In this way, I think that some video games don't always have to offer us an in-your-face pedagogical experience where the history is spelled out for us (like in the Morgan's Raid game we saw in class). The learning experience in history-themed games can be much more tacit. By injecting fun into the historical discipline, like through games, I think that learning can become a latent experience that gamers can come to later on. What is important here, is the idea of FUN that the game construct engenders; this is something of which historians should take note. The video game world allows users to explore history in ways where they can sometimes make their own choices that either succeed or fail, which is important in any learning experience.
  
  A few weeks ago in my Digital History class with Shawn Graham we were also talking about video games and different ways to create a digital story. In this class, we were also given the opportunity to make a digital story, and I made one using Tapestry that talked about some of the benefits of digital storytelling. I include it here, because I think it also speaks to some of the ideas that were brought up in class today, like the importance of play and fun in games with regards to understanding.
  
  https://readtapestry.com/s/DfnNBrGU0/
  (to read the entire story just keep clicking until you reach the end)

   

  <div class="cArrow"> </div><div class="cContentInner">Today, our discussion about representing and learning history via video games was a rather interesting one! If we had had the time, I had wanted to bring up the point that video games are a great pedagogical tool regardless of what is being taught. Video games usually contain some kind of overarching narrative that is the basis of the entire game, and this story can be injected with historical truths that do or do not seem obvious to the person playing the game. In this way, I think that some video games don't always have to offer us an in-your-face pedagogical experience where the history is spelled out for us (like in the Morgan's Raid game we saw in class). The learning experience in history-themed games can be much more tacit. By injecting fun into the historical discipline, like through games, I think that learning can become a latent experience that gamers can come to later on. What is important here, is the idea of FUN that the game construct engenders; this is something of which historians should take note. The video game world allows users to explore history in ways where they can sometimes make their own choices that either succeed or fail, which is important in any learning experience. <br /> <br /> A few weeks ago in my Digital History class with Shawn Graham we were also talking about video games and different ways to create a digital story. In this class, we were also given the opportunity to make a digital story, and I made one using Tapestry that talked about some of the benefits of digital storytelling. I include it here, because I think it also speaks to some of the ideas that were brought up in class today, like the importance of play and fun in games with regards to understanding. <br /> <br /> <a rel="nofollow" target="_blank" href="https://readtapestry.com/s/DfnNBrGU0/">https://readtapestry.com/s/DfnNBrGU0/</a> <br /> (to read the entire story just keep clicking until you reach the end)</div>

  ...

  Cancel
• 
  #3 Ridha Ben Rejeb on 27 Mar 14

   

  Interesting Tapestry. I can see it working magnificently in my language class to enhance reading and writing skills among students, with the possibility of peer review and editing.
  I saw a question mark on the side and when I clicked it, a box message appeared saying send as a message. Hmm, I thought that could actually serve the purpose of peer review and needs analysis . I elaborate further, students can jot down questions , queries and important points for the instructor to deal with them in class for instance. The colored words could highlight important words. It would be ideal if a student clicks on the unknown word and a window would pop up with a definition. Once the pop up window disappears, the word remain highlighted in a different color , this could serve two purposes ,(I) for the student when revisiting the page s/he will see the new words he clicked on them in the last visit and keep track on the number of known and still unknown words. (ii)The instructor would get a copy of all the words clicked on by the class in order of frequency. The language instructor can later compare them against vocabulary word lists of 1k, 2k .....or AWL. This process could serve as a diagnostic test of the class vocabulary repertoire size upon which the instructor can design interactive activities that incorporate these words and of similar category words using scaffolding to the higher category. In a nutshell, the class read digital stories , learn new words which they can use in their written responses on the story later on. Another idea would be for the class to write a story game similar to a large class activity called 'whisper' the instructor starts with an opening and each member builds upon their peers but the end is left open for the whole class to discuss it in class meeting. I could go on and on with Jigsaw and mingle class activities. All of these ideas appeal to DH principles of collaboration and community. 'Génial' is not it ?

   

  <div class="cArrow"> </div><div class="cContentInner">Interesting Tapestry. I can see it working magnificently in my language class to enhance reading and writing skills among students, with the possibility of peer review and editing. <br /> I saw a question mark on the side and when I clicked it, a box message appeared saying send as a message. Hmm, I thought that could actually serve the purpose of peer review and needs analysis . I elaborate further, students can jot down questions , queries and important points for the instructor to deal with them in class for instance. The colored words could highlight important words. It would be ideal if a student clicks on the unknown word and a window would pop up with a definition. Once the pop up window disappears, the word remain highlighted in a different color , this could serve two purposes ,(I) for the student when revisiting the page s/he will see the new words he clicked on them in the last visit and keep track on the number of known and still unknown words. (ii)The instructor would get a copy of all the words clicked on by the class in order of frequency. The language instructor can later compare them against vocabulary word lists of 1k, 2k .....or AWL. This process could serve as a diagnostic test of the class vocabulary repertoire size upon which the instructor can design interactive activities that incorporate these words and of similar category words using scaffolding to the higher category. In a nutshell, the class read digital stories , learn new words which they can use in their written responses on the story later on. Another idea would be for the class to write a story game similar to a large class activity called 'whisper' the instructor starts with an opening and each member builds upon their peers but the end is left open for the whole class to discuss it in class meeting. I could go on and on with Jigsaw and mingle class activities. All of these ideas appeal to DH principles of collaboration and community. 'Génial' is not it ?</div>

  ...

  Cancel

To Top