Learning and Gaming Together in the Classroom: Possible?
The Eighth Chais Conference
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Learning is Really More Complex Than We Imagined
Whether learning digitally or not, keynote speaker Prof. Shaaron Ainsworth of the University of Nottingham helped spotlight the game's physical-graphic design.
"There are so many competing factors that influence learning" Prof. Ainsworth explained, "among them aesthetic, motivational, strategic, motor, metacognitive, social, epistemological, affect, cognitive, expressive, perceptual. However, at the moment we don't seem to be able to distinguish which factors are most influential or which synthesis of them will work best. We also can't predict whether text and pictures will work better or text or pictures, or any other combination thereof."
Learning is increasingly multi-representational. According to Prof. Ainsworth. "Representations are at least a five way interaction. We must know something about the text, the representation, learners, assessment, and the context."
Operating on the theory that the best learning happens from games when fun and learning are combined, Prof. Ainsworth's research is seeking to understand how best to combine these two factors -- making the game as fun as possible, while maximizing the learning possibilities.
Recent research results helped to provide some interesting insights, as well as open up more possibilities for further study.
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More than 61% of the students prefer intrinsic learning, as it is better, more effective, and faster. Furthermore, with this type of learning there is an increase in subliminal learning.
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Language and metaphorical skills are enriched when people are asked to describe something after looking at it for a lengthy period of time.
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People learn better when having been asked to produce a verbal description, rather than simply looking at a picture.
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People who spontaneously gesture may have higher spatial abilities.
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Learning is more effective if you gesture rather than simply view a series of visuals.
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Drawing can be effective, but not always. Non-trained people draw diagrams that are sketchy, but which do not necessarily help learning, but trained people draw more complex, richer diagrams which enhance learning.
So where are we now?
"Research should do more to understand how to design representations." That was clear. But, Ainsworth also raised a number of other issues: For whom should we be designing representations? How does all of this play out with classroom teachers? And, how do we properly conduct assessments? These are some of the challenges that need to be addressed.
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