There are many problems in the real world that need to be solved. Real-world
problems are often more complicated than the problems we learn in school. The
methods and techniques for students to solve problems in formal school settings
are often well-designed, regular and procedural issues. These problems can be
resolved by certain methods and steps provided by instructors, while the
real-world problems have many uncertainties and irregularities. Interestingly,
in the world of video gameplay, it is often possible to find the same situations,
just like the real-world problems, without obvious steps and regularities to
solve. While playing games, the gamer is solving problems as they are in the
real world. The problems being solved are often limited by time and conditions
and are not solved by applying a step-by-step solution as we learn at schools. Solving
problems in video games and in a real-world are both processes of finding step-by-step
solutions from irregularities. Video gameplay can more realistically reflect
the real world's problem-solving skills. Therefore, game-based learning can be
used as a learning tool at school to reflect real-world problems.
There is a gap in the kinds of problems being assessed and taught in
schools and those desired in workplace environments (Shute & Emihovich,
2018). The field of game-based learning is trying to bridge the gap of problems
between schools and workplace environments. According to Polya (1945), problem-solving
is not an innate skill, but rather something that can be developed. Polya
compared problem-solving skills to swimming, emphasizing it is a practical
Skill. Since problem-solving skills can be learned after birth, and video gameplay can provide a real-world situation, game-based learning is an issue worthy
of research, discussion, and application in formal education.
Games can teach us about learning. Recent research indicates
problem-solving skills involve two facets: rule identification and rule
application (Schweizer et al. 2013). Rule identification refers to the ability
to acquire knowledge of the problem-solving environment, and rule application
is the ability to control the environment by applying the knowledge acquired (Shute
& Emihovich, 2018). In well-designed video games, game players often require
identifying and applying rules. Take Use Your Brainz, a video game used to
develop a stealth assessment of problem-solving skill, as an example, four-facet
competency models have been included in the game, including analyzing givens
and constraints, planning a solution pathway, using tools effectively and
efficiently, and monitoring and evaluating progress. People who play games can
discover the rules and apply what they have learned to become better at the
game the more often they play it. This is the so-called practice makes perfect.
Finding rules in games that seem to be irregular is what games can teach us
about learning. In other words, the ability to solve problems will become
stronger after learning by playing games.
Reference
Shute,
V. J., & Emihovich, B. (2018). Assessing Problem-Solving Skills in
Game-Based Immersive Environments. Springer International Handbooks of
Education Second Handbook of Information Technology in Primary and Secondary
Education,635-648. doi:10.1007/978-3-319-71054-9_40
Farber,
M. (2019, January 24). The Benefits of Constructionist Gaming. Retrieved from
https://www.edutopia.org/article/benefits-constructionist-gaming
No comments:
Post a Comment