%0 Journal Article %1 citeulike:384140 %A Shaffer, D. W. %A Squire, K. D. %A Halverson, R. %A Gee, J. P. %D 2005 %J Phi Delta Kappan %K learning games mathematics mathgamespatterns gmx computers %N 2 %P 104--111 %T Video Games and the Future of Learning %U http://www.wcer.wisc.edu/publications/workingPapers/Working_Paper_No_2005_4.pdf %V 87 %X Computers are changing our world: how we work . . . how we shop . . . how we entertain ourselves . . . how we communicate . . . how we engage in politics . . . how we care for our health. . . . The list goes on and on. But will computers change the way we learn? We answer: Yes. Computers are already changing the way we learn—and if you want to understand how, look at video games. Look at video games, not because the games that are currently available are going to replace schools as we know them any time soon, but because they give a glimpse of how we might create new and more powerful ways to learn in schools, communities, and workplaces—new ways to learn for a new information age. Look at video games because, although they are wildly popular with adolescents and young adults, they are more than just toys. Look at video games because they create new social and cultural worlds: worlds that help people learn by integrating thinking, social interaction, and technology, all in service of doing things they care about. We want to be clear from the start that video games are no panacea. Like books and movies, they can be used in antisocial ways. Games are inherently simplifications of reality, and current games often incorporate—or are based on—violent and sometimes misogynistic themes. Critics suggest that the lessons people learn from playing video games as they currently exist are not always desirable. But even the harshest critics agree that we learn something from playing video games. The question is: How can we use the power of video games as a constructive force in schools, homes, and workplaces? In answer to that question, we argue here for a particular view of games—and of learning—as activities that are most powerful when they are personally meaningful, experiential, social, and epistemological all at the same time. From this perspective, we describe an approach to the design of learning environments that builds on the educational properties of games, but deeply grounds them within a theory of learning appropriate to an age marked by the power of new technologies.

@article{citeulike:384140, abstract = {Computers are changing our world: how we work . . . how we shop . . . how we entertain ourselves . . . how we communicate . . . how we engage in politics . . . how we care for our health. . . . The list goes on and on. But will computers change the way we learn? We answer: Yes. Computers are already changing the way we learn—and if you want to understand how, look at video games. Look at video games, not because the games that are currently available are going to replace schools as we know them any time soon, but because they give a glimpse of how we might create new and more powerful ways to learn in schools, communities, and workplaces—new ways to learn for a new information age. Look at video games because, although they are wildly popular with adolescents and young adults, they are more than just toys. Look at video games because they create new social and cultural worlds: worlds that help people learn by integrating thinking, social interaction, and technology, all in service of doing things they care about. We want to be clear from the start that video games are no panacea. Like books and movies, they can be used in antisocial ways. Games are inherently simplifications of reality, and current games often incorporate—or are based on—violent and sometimes misogynistic themes. Critics suggest that the lessons people learn from playing video games as they currently exist are not always desirable. But even the harshest critics agree that we learn something from playing video games. The question is: How can we use the power of video games as a constructive force in schools, homes, and workplaces? In answer to that question, we argue here for a particular view of games—and of learning—as activities that are most powerful when they are personally meaningful, experiential, social, and epistemological all at the same time. From this perspective, we describe an approach to the design of learning environments that builds on the educational properties of games, but deeply grounds them within a theory of learning appropriate to an age marked by the power of new technologies.}, added-at = {2006-06-05T02:47:21.000+0200}, author = {Shaffer, D. W. and Squire, K. D. and Halverson, R. and Gee, J. P.}, biburl = {https://www.bibsonomy.org/bibtex/25a98662b82d21e2c82232cc7ad07c2df/yish}, citeulike-article-id = {384140}, interhash = {46ee96f4967bf9d98c7ee7dba20938f5}, intrahash = {5a98662b82d21e2c82232cc7ad07c2df}, journal = {Phi Delta Kappan}, keywords = {learning games mathematics mathgamespatterns gmx computers}, number = 2, pages = {104--111}, priority = {4}, timestamp = {2006-06-05T02:47:21.000+0200}, title = {Video Games and the Future of Learning}, url = {http://www.wcer.wisc.edu/publications/workingPapers/Working_Paper_No_2005_4.pdf}, volume = 87, year = 2005 }