Yikes! Games in the Library! (LBSC 642 Reflection #2)

I have always encouraged games in the library but, due to limited technology resources and time constraints, most of the gaming that took place in the library was of the old-fashioned kind such as Chess and Scrabble. These games were always popular but I know that they're not quite what students think of as "gaming." Some of the so called games that were allowed in the library through firewalls and filters were online Chess, PBSKids, Cool Math 4 Kids, Hangman, and FreeRice.com.  Students were happy enough to have these choices available to them, especially if they were not "readers."  Often, I met resistance from some teachers when they came into the library and found students "playing" on the computers.  However, I persuaded them that reading and learning were taking place, just not from a book.  Often, as a result of playing a game or visiting a website, students found something that interested them; sometimes they were even inspired to read a book or magazine or delve further into a topic that they were first introduced to when playing games.  One of my sons developed his love of history after first playing the Civilization games by Sid Meier.  Games first, books later--but no matter what, learning was taking place.  

However, as a result of our class discussions and readings, I wonder if the type of game interaction that had occurred at my previous library might not be considered meaningful.  Had I just replaced board games, scavenger hunts, crossword puzzles, and word searches with electronic activities?  Technology should not be used to substitute for the traditional methods of teaching with pen and paper; rather, technology should be used to make learning more meaningful.  It should give students the chance to learn "with the technology, not from it" (Howland, p. 5, 2012).  In light of our recent classes, in which we learned about the advantages of using games for meaningful learning, I decided to explore one of the educational games discussed--Minecraft.

I first heard about Minecraft from an eighth grade student last year.  At first, I thought it was another violent shooting game, but he explained that it was a game in which you had to build a safe environment for yourself, that it could be played in violent mode or peaceful mode.  He was passionate about this game and claimed it was educational in the same way that Legos are considered good for kids' imaginations.  He convinced me, and I allowed him to play the game in the library as long as it was in the peaceful setting.  I have continued to hear good things about this game and how more and more libraries are responding to the craze by starting clubs.  After reading and hearing about this game again in our class, I decided that I should learn more about its educational benefits, why it is so popular, and whether it would be a good club activity for the students at my new school.

In a recent Wall Street Journal article, it was reported that there's a growing movement among teachers to use videogames as teaching tools.  It may have something to do with the fact that many new teachers are digital natives and feel more comfortable using them as classroom tools (Wall Street Journal Online, 10-08-13).  Another reason may be related to the recent research which found that "videogames can be powerful classroom instruments that prod students to think creatively to solve complex problems" (WSJ Online, 10-08-13).

I registered with Minecraft and tried to play their demo game but I was totally flummoxed about how to play. It was very complicated!  I did find a few good online tutorials--a great wiki and numerous Youtube videos. In the wikiHow to do anything, I found an entry for How to play Minecraft.  After reading it and after watching a long video on youtube, I was able to get the gist of the game.  However, to actually play the game, I would need a tutor!  Click here to watch the youtube tutorial.

     

 

I continued to search for more information about this game and how it can be used as an educational learning tool.  How does it meet the learning and technology standards for 21st century learning?  How does this game build active, constructive, intentional, authentic, and cooperative activities?  How does it "help students learn to recognize and solve problems, comprehend new phenomena, construct mental models of those phenomena, and given a new situation, set goals and regulate their own learning" (Howland, p. 2, 2012)?

In a recent article in the New York Times, Nick Bilton assuaged parents' guilt over their Minecraft addicted children, reporting that "in its creative mode, Minecraft is about building, exploration, creativity, and even collaboration" (New York Times Online, 9-15-13).  He interviewed a variety of educators around the world who are using Minecraft in the classroom because "they learn about city planning, environmental issues, getting things done, and even how to plan for the future" (NYT Online, 2013).  Not only does it help with subject content and critical thinking skills, but also in developing their online social skills.  It encourages the growth of "parallel play, where children are engrossed in their game but are still connected through a server or are sharing the same screen...Minecraft extends kids' spatial reasoning skills, construction skills, and understanding of planning" (New York Times, Online, 2013).

Another analysis of the educational merits of Minecraft was done by EdTech researcher Justin Reich, in his blog of September 29, 2013.  In his video review, he commends Minecraft as a legitimate educational game because it teaches students to understand systems, which is a central part of learning.  Another unique feature is that there is "no end per se to the game" (Reich, 9-25-13).  The player/learner plays the game by creating his own game within the larger game and is free to explore their created world as deeply as s/he wants.Reich believes the game teaches students the basics of computer aided design as it teaches design, proportion, material properties, and the rules of systems.  At the same time, it teaches patience and perseverance.  The only reason Reich cites for not using Minecraft in a school  setting is that, within the typical school day, there is not enough time to allow for its use.  Click here to view Reich's video blog:

From reading these articles and discussions, I would agree that playing Minecraft qualifies as a learning tool for the 21st century learner because to play it requires inquiry, critical thinking, and the acquisition of knowledge (AASL Standard 1).  Playing Minecraft requires an understanding of a system and how it works. To move forward in the game, the players must invent a social system to manipulate--build shelter, acquire land, clear it, grow a farm for food, build a means of transportation and a transit system to run it, barter for food and weapons, and communicate with other players.  These skills require the student to draw conclusions, make informed decisions, apply knowledge to new situations, and acquire new knowledge (AASL Standard 2).  The multiplayer mode of the game requires cooperation, collaboration, and an understanding of the social rules of online interaction.  This aligns with AASL Standard 3--"share knowledge and participate ethically and productively as members of our democratic society."  Minecraft is an open ended game; the player can do with it whatever s/he wants to do with it.  It demands that the player explore deeply the world they create and, in so doing, to make it aesthetically pleasing in terms of materials, design, and proportion.  When the play of the game reaches this depth, it meets the AASL Standard 4--"pursue personal and aesthetic growth."

I discovered that there is a joint venture between Mojang, the creators of Minecraft, and an organization of teachers that advocates for the educational gaming in schools, TeachersGaming LLC, to provide educational resources, lesson plans, tutorials, guides, and discounts to teachers and schools who want to integrate Minecraft into the school curriculum.  Click here to learn more about this organization from their website:  Minecraftedu.com.

I am now convinced that playing Minecraft is an authentic learning experience and I would like to explore starting a club at my new school, St. Anselm's.  I need to discuss this idea with the administration so that the block against online social and gaming sites be removed from the library computers, or at least that I be given a password to override the blocks.  I am sure that the middle school students at our school would love it. Right now, they are thrilled to be allowed to play Chess in the library (they are not as excited about Scrabble) so I have a little time to work out these details.

Any type of game playing in the library--be it board games, Chess, or virtual games--is a good respite form the academic stress faced by many students today, especially at my new school, which is quite academically rigorous.  In fact, in the recent issue of School Library Journal, Christopher Harris predicts that "board gaming is a strong contender to become the 'Next Big Thing' in schools" (SLJ, p. 16, Oct. 2013).  Since so much research today is done with digital sources, physically playing a game such as chess, or a board game, actually is a novelty for students in today's schools.  For more about this idea, read his article:  The Next Big Thing: Gaming the Common Core.

St. Anselm's 6th graders playing chess

What I need to remember and keep in perspective is that all types of games--physical games, board games, or virtual games, can be educational and engaging for the student.  One is not better for school, just by virtue of its format.  What is important is the type of learning and play the games provide and nurture in the student.