David,
I am just reading your comments so my response is a little late but here it is any way. I agree that there isn't much interest for learning in just getting around a simulation screen where you are not learning real world knowledge. However what is a benefit is the being in the virtual reality. I experienced this fifth teen years ago in a multiplex theater where virtual equipment was brought in.I put head gear on and was blown away by the feeling of being in this alternate reality where if a arm was lifted it felt like my arm wow! What I cant understand is why this known technology hasn't been used for education. The use could be like going inside of a classic book and experience everything that the characters would experience, or in your field of music being in the band with the Beetles of in a symphonic orchestra where you could play along with the musicians or take the solos in a jazz band real virtual time.

Paulette

This video was very helpful. As teachers we must be up on the latesr technology.

I agree, David. You make a really good point about the use of simulations and the purpose of this video. It seems like they have a great program at McKinley and this was an interesting look inside a technology high school. Where do the non-technical high schools fit in? Kurt Squire mentioned that the use of the game Civilization that led to students understanding “how technology and geography influence the ways a civilization grows.” But, from the research that Clark and Mayer have reviewed and written I wonder if the students actually made those connections or what they really learned was, “They learned to play the games.” (354) I have to say I was also a little worried about David Williamson saying, “we can’t be focusing on basic facts and basic skills.” I wouldn’t be impressed by simulation learning if a student could say how geography influences the growth of a civilization, but couldn’t find China on a map of Asia.

There were a lot of points in the video that I agree with and that also went along with the book. Both mentioned that games involve critical thinking skills and that is very important. Many things we do in this world use this skill and it something very hard to teach children. So making it interesting and engaging with these games will help. The video and book also mention that games and simulations are good for seeing things that are not tangible. I feel that this is one thing that makes games so interesting. Being able to go into a world that is very difficult to experience is so great. There was one point that the book made a stronger argument of is that there is still not enough evidence to prove that games and simulations help improve learning. From the video it made it seem that games really do help learning and are a way of the future. But from the research the book provided it seems like there are many factors to making a game great and teachable.

Not having time to spend on video games myself I was amazed at the simulation and extent to which these games can teach things. Even though I'm not familiar with video games I totally agree and can understand the overload of too much information at one time. Students get frustrated with an overload of any new information. The video about simulated video games above I found facinating, between the fact that students were encouraged to design games, test games, and even intern with huge corporations was incredible. The fact that these game tapped into students interests and were able to channel it positively and excited them about learning was encouraging. Both the book and the video discussed the motivation of these games.

The video really proved that games are not just for leisure and entertainment but can motivate learning. It is very exciting.

One point that seems to be overlooked somewhat in this video is that, while the video title is "games for LEARNING and assessment," the actual educational benefits that are shown in the video are rather limited in scope. The biggest portion of the movie focuses on the technical school, where students are involved in the testing and development of simulations. While I agree that these students are learning valuable skills, one might make the case that the simulation activities are effective because what is being taught is the making of simulations. In other words, there is no real difference being demonstrated here than if I was, say, a culinary teacher and was having my students actually cook. It would be more useful to see more information on how the use of simulations improves (if it does) more generalized learning. Could I, for example, find some benefit in my music classroom from the use of simulations that was other than just making my students good at navigating simulations? Are simulations effective when what the student is actually doing physically (i.e. manipulating a joystick, typing on a keyboard) is different from the skill that is being taught (i.e. singing, using tools).