A Neurologist Makes the Case for the Video Game Model as a Learning Tool | Edutopia
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WHAT WORKS IN EDUCATION The George Lucas Educational Foundation

The popularity of video games is not the enemy of education, but rather a model for best teaching strategies. Games insert players at their achievable challenge level and reward player effort and practice with acknowledgement of incremental goal progress, not just final product. The fuel for this process is the pleasure experience related to the release of dopamine.

Dopamine Motivation

The human brain, much like that of most mammals, has hardwired physiological responses that had survival value at some point in evolutionary progression. The dopamine-reward system is fueled by the brain's recognition of making a successful prediction, choice, or behavioral response.

Dopamine is a neurotransmitter that, when released in higher than usual amounts, goes beyond the synapse and flows to other regions of the brain producing a powerful pleasure response. This is a deep satisfaction, such as quenching a long thirst. After making a prediction, choice, or action, and receiving feedback that it was correct, the reward from the release of dopamine prompts the brain seek future opportunities to repeat the action. For animal survival, this promotes life or species-sustaining choices and behaviors, such as following a new scent that leads to a mate or a meal and remembering that scent the next time it is present.

No Pain, No Gain

The survival benefit of the dopamine-reward system is building skills and adaptive responses. The system is only activated and available to promote, sustain, or repeat some mental or physical effort when the outcome is not assured. If there is no risk, there is no reward. If there is no challenge, such as adding single digit numbers by a student who has achieved mastery in adding double-digit numbers, there is activation of the dopamine-reward network.

In humans, the dopamine reward response that promotes pleasure and motivation also requires that they are aware that they solved a problem, figured out a puzzle, correctly answered a challenging question, or achieved the sequence of movements needed to play a song on the piano or swing a baseball bat to hit a home run. This is why students need to use what they learn in authentic ways that allow them to recognize their progress as clearly as they see it when playing video games.

Awareness of Incremental Goal Progress

In a sequential, multilevel video game, feedback of progress is often ongoing, such as accumulating points, visual tokens, or celebratory sound effects, but the real jolt of dopamine reward is in response to the player achieving the challenge, solution, sequence, etc. needed to progress to the next and more challenging level of the game. When the brain receives that feedback that this progress has been made, it reinforces the networks used to succeed. Through a feedback system, that neuronal circuit becomes stronger and more durable. In other words, memory of the mental or physical response used to achieve the dopamine reward is reinforced.

It may seem counter intuitive to think that children would consider harder work a reward for doing well on a homework problem, test, or physical skill to which they devoted considerable physical or mental energy. Yet, that is just what the video playing brain seeks after experiencing the pleasure of reaching a higher level in the game. A computer game doesn't hand out cash, toys, or even hugs. The motivation to persevere is the brain seeking another surge of dopamine -- the fuel of intrinsic reinforcement.

Individualized Achievable Challenge

Individualized achievable challenge level is one where a task, action, or choice is not so easy as to be essentially automatic or 100% successful. When that is the case the brain is not alert for feedback and there is no activation of the dopamine reward response system. The task must also not be perceived as so difficult that there is no chance of success. It is only when the brain perceives a reasonable possibility of success for achieving a desirable goal that it invests the energy and activates the dopamine reward circuit.

fMRI and cognitive studies reveal that the brain "evaluates" the probability of effort resulting in success before expending the cognitive effort in solving mental problems. If the challenge seems too high, or students have a fixed mindset related past failures that they will not succeed in a subject or topic, the brain is not likely to expend the effort needed to achieve the challenge.

Brain effort is costly because this three-pound organ needs 20% of the body's supply of oxygen and glucose to keep its cells alive. The brain operates to conserve its resources unless the energy cost is low or the expectation of reward is high. In the classroom, that is the ideal level of instructional challenge for student motivation.

When learners have opportunities to participate in learning challenges at their individualized achievable challenge level, their brains invest more effort to the task and are more responsive to feedback. Students working toward clear, desirable goals within their range of perceived achievable challenge, reach levels of engagement much like the focus and perseverance we see when they play their video games.

Feedback or scaffolding may be needed to support students' perception that the challenge is achievable, but the levels of mastery are rarely the same for every student in the class. This is when we need to provide opportunities for differentiating and individualizing. These interventions range from clearly scaled rubrics, to small flexible groups for "as needed" support, or collaborative groups through which students can "enter" from their strengths. Descriptions of these strategies, beyond the scope of this article, are found in differentiated instruction literature.

Game Entry Point is a Perfect Fit Through Pre-assessment and Feedback

The best on-line learning programs for building students' missing foundational knowledge use student responses to structure learning at individualized achievable challenge levels. These programs also provide timely corrective and progress-acknowledging feedback that allows the students to correct mistakes, build understanding progressively, and recognize their incremental progress.

The classroom model can follow suit. Video games with levels of play allow the player to progress quickly through early levels if the gamer already has the skill needed. Gamers reportedly make errors 80% of the time, but the most compelling games give hints, cues, and other feedback so players' brains have enough expectation of dopamine reward to persevere. The games require practice for the specific skills the player needs to master, without the off-putting requirement to repeat tasks already mastered. This type of game keeps the brain engaged because the dopamine surge is perceived to be within reach if effort and practice are sustained.

Good games give players opportunities for experiencing intrinsic reward at frequent intervals, when they apply the effort and practice the specific skills they need to get to the next level. The games do not require mastery of all tasks and the completion of the whole game before giving the brain the feedback for dopamine boosts of satisfaction. The dopamine release comes each time the game provides feedback that the player's actions or responses are correct. The player gains points or tokens for small incremental progress and ultimately the powerful feedback of the success of progressing to the next level. This is when players seek "harder work". To keep the pleasure of intrinsic satisfaction going, the brain needs a higher level of challenge, because staying at a level once mastery is achieved doesn't release the dopamine.

Bringing Incremental Progress Recognition to the Classroom... and Beyond

In the classroom, the video model can be achieved with timely, corrective feedback so students recognize incorrect foundational knowledge and then have opportunities to strengthen the correct new memory circuits through practice and application. However, individualized instruction, assignments, and feedback, that allow students to consistently work at their individualized achievable challenge levels, are time-consuming processes not possible for teachers to consistently provide all students.

What we can do is be aware of the reason the brain is so responsive to video game play and keep achievable challenge and incremental progress feedback in mind when planning units of instruction. One way to help each student sustain motivation and effort is to shift progress recognition to students themselves. This can be done by having students use a variety of methods of recording their own progress toward individualized goals. Through brief conferences, goals can be mutually agreed upon, such as number of pages read a week (with comprehension accountability), progression to the next level of the multiplication tables, or achievement of a higher level on a rubric for writing an essay. Free bar graphs downloaded from the Internet can be filled in by students as they record and see evidence of their incremental goal progress. In contrast to the system of recognition delayed until a final product is completed, graphing reveals the incremental progress evidence throughout the learning process. I've found that for students who have lost confidence to the point of not wanting to risk more failure, it is helpful to start the effort-to-progress record keeping and graphing with something they enjoy, such as shooting foul shots or computer keyboarding speed and accuracy.

Immediate Gratification or Long-term Goal Pursuit?

Compared to an adult brain, a young brain needs more frequent dopamine boosts to sustain effort, persevere through challenges and setbacks, and build the trait of resilience. The brain's prefrontal cortex, with its executive functions (judgment, analysis, delay of immediate gratification, prioritizing, planning, etc.) will be the subject of a future blog. In relation to the video game model, it is important to plan instruction keeping in mind that the executive function circuits are late to mature - well into the twenties. The visible evidence seen on their graphs or rubric progress evidence helps students develop the concept that effort toward a goal brings progress. This, in turn, builds their capacity to resist their young brain's strong drive for immediate gratification. As students use visible models to recognize their incremental goal progress, they build the executive function of goal-directed behavior.

Classroom instruction that provides opportunities for incremental progress feedback at students' achievable challenge levels pays off with increased focus, resilience, and willingness to revise and persevere toward achievement of goals. The development of students' awareness of their potentials to achieve success, through effort and response to feedback, extends far beyond the classroom walls. Your application of the video game model to instruction encourages the habits of mind through which your students can achieve their highest academic, social, and emotional potentials.


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Kate Fanelli's picture

I really enjoyed this article and the video. Dr. Willis explains this so clearly. I've been using gamification my high school special education math class for the past few years. I find it really does play out exactly like Dr. Willis describes - the kids are motivated. They will work to complete levels. This year I added mastery tests to shift the focus from work completion to demonstration of skill mastery, and the kids are equally motivated, even though it's harder. MediaSpark wrote an article on my program in their GoVenture Gamified Learning Newsletter, if anyone is interested. http://www.goventureoasis.com/en/instructor/resources/t009/_case-study-g...

M. A. Hauck, M.Ed's picture
M. A. Hauck, M.Ed
Life Skills Support Teacher

The fact that a medical doctor is not warning against the danger of dopamine addiction among youth is professionally irresponsible. I know Dr. Willis is fully aware of the abundance of research into the triggers to dopamine (as well as serotonin) overloads and how it feeds into the unnecessary instant gratification needs of so many people. Anyone can google the topic. Video games act like any serotonin boosting drugs that are typically abused ... pot, cocaine, Ecstacy, etc. Withdrawal effects from video games are similar to that of the same type of drugs.

Read This!

Really, I find the voices of precaution on this website woefully lacking, which makes me believe
that its primary contributors are corporate shills or equally addicted themselves. LucasArts is very big in the video games business ... hmmm, I wonder if there's a connection somewhere?? (sarcasm)

Regretfully, we live in a society where many parents would rather indulge children than risk enduring the endless moans that would result from denial.

Shelia's picture

I really enjoyed this blog. My son can remember anything as long as he has played it in a video game. We went to Washington D.C. over the summer. He knew all about the wars, planes, guns, etc. because he had played the video game relating to these events. I was thinking if we could make video games related to our standards for educational purposes the students wouldn't even need teachers anymore!

Elizabeth Armesto's picture
Elizabeth Armesto
Future Educator

This blog gives great examples as to why video games can be used as a model for best teaching strategies. First, many people love playing video games and sometimes learning from just a textbook gets tiring for children. If one takes into consideration that video games offers many advantages, then children more than likely would focus more, and consequently, understand a concept better. Another point I agreed with was that games give students immediate feedback giving them things like tokens and auditory praise. As a prospective future teacher, I will take all of this into consideration. I will also try to spark curiosity from my students by taking the writers examples. I loved how she talked about introducing negative numbers walking backwards and using a hat to emphasize that something is important to focus on.

Victoria Tran's picture

I believe that video games are definitely a controversial topic. Parents are always trying to get their child to focus on school work, but they would much rather play video games. Video games should not replace teachers or lesson plans in the classroom. They can be supplemental and optional for children, because I am afraid children may become addicted as easily as they would any other game. I feel that although we are moving towards a more technological savvy world, we should not throw away the idea of classroom teaching. Teachers, in my opinion, will make more of a difference in a child's life, as compared to a video game. What about social skills, working with others, and thinking outside of the box? With video games, a child can only get so much out of it.

Angela Robertson's picture

This provides a great way of using integrated technology into a classroom. I like how there was an analogy of how the video game can be a great teaching strategy in the classroom. It does in fact give you those processes, so if we could somehow add video games as a possible supplement it could be a beneficial tool in learning. It is just like how we add pretzels to help us learn how to count or do fractions, or make a board game to go with our story. These are fun activities that supplement the main theme of our concept we are learning. The ideas laid out of how the video game provides a possible challenge level, goal progress, pre assessment, and success in the goal can definitely be used as an outline for other tools that we can put to help us teach in a classroom, not just in adding video games. This is a great analogy of the process of a teaching strategy related to the real world, especially since it is on a topic that is so widely favored among children and so widely controversial among parents and teachers.

Kanosha Jones's picture

I think that this is a great way to think of children playing video games. I never thought that video were educational or had any sort of reward for a child to partake in. It is a great concept that the child plays the game for the intrinsic reward that he/she feels when completing or progressing to a new level. I can actually vouch for this feeling, when I was about 13 on summer break I played this game by the name of Rayman almost everyday to beat the entire game. I mean I played sun up and sun down, and the entire time I felt this sense of reward each time I progressed on to a harder stage. It's just funny to think of the wanting to achieve harder levels in a video game, but with schoolwork advanced work is such a dread. I know for sure I never wanted anything harder than what it already was, so it makes perfect sense but as a future educator I would want my students to feel that same way when it comes to learning.

Melissa's picture

I think the idea of understanding what motivates, and what does not motivate a student to participate in class is key. Obviously, we do not want to encourage learning through enhanced addiction to dopamine responses, but rather keep the students challenged and engaged in learning at all times. To me, this blog isn't specifically endorsing video games as an instructional resource, but rather following the model of why video games are so attractive to youth. Above all, when lessons are developmentally appropriate, challenging and fun students would be more likely to be engaged in the lesson. In that case, more learning would take place. I agree with that design and plan to employ it in my own classroom one day.Thank you so much for sharing your research and findings!

Christy's picture
Education student at UTA

Very interesting blog. I think there is something about technology that entices children as well. I did several observations when I was studying to get my associates in teaching and seems like anything that had to do with getting on the computer was always a favorite of the students, regardless of the age group.

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