Technology offers an ever-increasing variety of games for computer, consoles, internet and mobile phone which are hugely popular with youngsters growing up in the internet age.
There is extensive research evidence and information about learning with digital games. The Centre for Literacy (www.um.edu.mt/literacy) of the University of Malta has embarked on a research and development project entitled 'Video Games, Learning and Literacy (VGLL)' which seeks to explore how this dynamic world can impact on teaching and learning.
The project aims to explore the range of gaming technologies available and to influence new educational developments in theory and in practice; provide a place where parents, educators and others involved in education are given hands-on access to resources; provide an opportunity for parents and educators to engage in the debate about the place of such technology in their home, class, school or community; and develop relationships with academic and industry partners to extend and refine effective and innovative practice with computer games.
The centre is compiling a comprehensive range of games-related resources as well as state-of-the-art teaching materials. It will seek to create the opportunities and frameworks that will allow researchers to explore how games-based learning can have an impact on teaching and learning. We will seek to support continuing professional development (CPD) and research in this field.
There has been growing interest in the notion that computer games can be used to engage, challenge and motivate learners. This interest has translated into practice within teaching and learning environments. This approach has gained increased momentum and has become more focused and relevant to teaching and learning due to the ideas and theories proposed by Gee (2003), Johnson (2006) and Prensky (2006). They have attempted to establish and articulate a theoretical framework that can identify how cognitive and affective development can be attained through computer games and associated contexts.
From recent US and British research, it is becoming increasingly evident that computer games have a place within schools. Benefits in relation to cognitive and affective domains from computer gaming have been recorded. Interestingly, it appears that games-based learning has cultural resonance with learners as games play a significant part within the digital culture of today's learner.
One of the main theories of learning is that teaching and learning are based on social constructivism. This theory argues that educators must be aware of the skills, knowledge and experiences that learners have when they come to school. The educator must see children in the context of what they can do and what they already know to create learning experiences that will take them further.
The framework requires the teacher to actively involve children in the construction of their own meaning, understanding and developing skill set. We must also appreciate that the learner does not operate in a vacuum but within a complex and dynamic social framework, which has very powerful formative influences in terms of learner attitudes to learning and engagement.
Youngsters' society and culture is immersed in technology. Learners who grow up in this environment will naturally accommodate the 'language and grammar' of the technology and of its place in their world, and in doing so become native in understanding and using it. Marc Prensky (2006) suggests that cognitive development is greatly influenced by the learners' interaction with the 'trigger speed' nature of their ICT-rich world.
They become used to receiving information at high speed, they develop the ability to parallel process and multi-task; they develop a preference for graphics before text; they prefer random access (such as hypertext); they work very well when networked; they thrive on instant gratification and frequent rewards; and they prefer games to 'serious' work.
In contrast, Prensky argues that adults who 'arrive on the digital shores' of society much later are 'digital immigrants'. Generally these immigrants are people like you and me - established professional adults. Digital immigrants will need to consider the effectiveness of methodologies that were embedded in established learning practices that were ordered and linear. We need to begin to create and offer curriculum contexts that connect with, engage and motivate digital natives.
One of the main problems associated with the perception of games as learning tools is that observers generally do not look past the surface content of the game, the graphics, the animations and the sounds.
The idea that computer games can play a transformational role in contextualising the curriculum and enhancing the learning experiences of learners has been received with varying degrees of scepticism.
Concerns centre around games encouraging and promoting violent attitudes and possibly desensitising young learners to the results of violent actions; making young learners socially isolated; contributing to rising obesity levels; and inhibiting cognitive development due to game content (why play a game when they should be reading a book?).
The Centre for Literacy will not seek to dismiss concerns: we often share them.
Meanwhile, the Scottish Learning and Teaching Agency (2006) has identified how computer games can help develop different learners. They can act as a powerful motivational context; provide powerful contexts for challenging and demanding problem solving; implicitly develop the science model of enquiry in terms of developing learners ability to observe hypothesise, test, evaluate, conclude and refine ideas; allow other curricular areas to be explored, enriched and excited by using the context within the game or by using the game as a context to jump into the more traditional curriculum; and provide contexts in which metacognitive awareness and development are essential for success.
To develop confident individuals, the computer games can allow learners to engage with resources, cultural artefacts and worlds that have meaning for them; allow collaborative communities to be established in which learners can play and learn together; help create contexts in which formative assessment can flourish; allow learners to personalise much of the graphical interface and their online collaborative personas; and foster and encourage learners' self-esteem and self-determination.
The Centre for Literacy has received offers of support for its project from the private sector. Forestals Ltd has pledged support in procuring games-related hardware and resources. The US Embassy is helping to establish academic and research contacts with academics in US universities.
The centre aims to create opportunities for gamers (both young and old), parents, educators and others who may be interested in the positive effects of video and computer games on learning and literacy to participate in relevant fora. For more information, I may be contacted at literacy@um.edu.mt.
Prof. Mifsud is director, Centre for Literacy, of the University of Malta.