Learning as an adventure: How online video gaming values can recreate the traditional classroom

Issue Date

4-2010

Abstract

Online video gaming has transformed the minds of the Electronic Generation, rendering conventional classroom techniques inappropriate. Thus, educators and education scholars have been exploring and developing video games for learning. Since the Philippine public education system cannot yet afford to adopt the trend, the traditional classroom must accommodate the needs of the Electronic Generation. This study aimed to find out how values students find in online gaming can help create better learning environments. Specifically, it aimed to: 1) identify how the gamers view education and learning; 2) identify the values that emerged from gamers' personal constructs, and 3) explain how online gaming values can help recreate the classroom. This qualitative study interviewed 10 Filipino senior high school students who were active in playing online games. They had been selected on the basis of sex, school grades, length of gaming time, clan membership, and family income. Guided by Kelly's Personal Construct Theory, in-depth interviews employing the laddering technique were conducted to surface their views and values about online gaming. The elicited values indicated that the challenge lies not in the nature of the traditional classroom but in the students' valuing of education. Students view learning as a chance to get a diploma, which is a stepping stone for a career. However, learning is a process. Since students simply look at the end goal, they miss out on the intricacies of learning. On the other hand, the nature of gaming is rooted in adventure. Adventures begin when adventurers embark on a quest. As they meet challenges along the way, they become stronger. As they eventually meet their goal, they realize that the journey is more important than the destination. Students identified four main values that are present in adventures, namely: self-concept, emancipation/escape, practicality, and networks. Self-concept is the most important value for the gamers. Here, the adventurer becomes the adventure itself. Quests transform into venues for knowing the "self" that are linked to worth, hard work, self-improvement and preference. An adventurer's worth is defined by his self-worth and his worth in the community. They also value the hard work that they exert to conquer challenges. Conquering challenges require self-improvement, i.e., the constant desire to become stronger. Finally, preference reflects what gamers want. On the other hand, emancipation allows gamers to be free. They can have a sense of control, something that is not present in real life. However, players may also use video games to escape marginalization in real life. Practicality deals with pragmatism and focuses on skills-building, prioritizing and maximizing resources. They seek for real life uses of the elements found in-game. Finally, games allow players to seek new friends, or strengthen old bonds. These friendships can help create improve teamwork. Once these values are adopted from the gaming environment, students can experience a learning environment filled with adventure. Hopefully, it can aid in unlearning the diploma mentality of Filipino learners.

Source or Periodical Title

CGAT 2010 - Computer Games, Multimedia and Allied Technology, Proceedings

Page

104-110

Document Type

Conference Paper

Language

English

Subject

Adventure, Emancipation/Escape, Learning, Networking, Practicality, Self-concept, Values

Digital Copy

yes

Link to Full Text

Share

COinS