Digital Game Based Learning (DGBL)

An emerging technological trend that caught my eye and made me want to investigate it even further is Game-Based Learning; more specifically Digital Game Based Learning (or DGBL). This trend is a process in which educators are using games as a strategy to enhance the learning experience. According to the Horizon Report (2011), game-based learning supports collaboration, problem-solving, and communication. In addition game-based learning also allows for experimentation, the exploration of identities, and even failure. These attributes are all “well-suited to an information-based culture and rapid change” (Horizon Report, 2011). As I read the section about game-based learning, fond memories of my third grade computer lab time flooded my mind. I was instantly transported to those days when the excitement of waiting for “The Oregon Trail” to load up on the computer felt like I was drag racers seeing the light switch from red, to yellow and finally green. This game changed my life. I started learning how to develop software at the age of ten, started selling my computer games at thirteen, which led to me starting my own software company at age sixteen, all this was a result of this very simple game.

While the Horizons Report (2011) states that this trend will be adopted anytime now, it amazes me that it has taken this long to be adopted. I remember many of my teachers using card, board, and even digital games to enhance my learning experience throughout my life. Being that now a days American society is constantly connected through digital devices, it makes me wonder why such a great resource that is not fully being exploited. Why has it taken this long? Why can’t we start doing this now? Van Eck (2006) concludes that one reason could be the fact that Digital Game-Based Learning (DGBL) has not been recognized by “serious” gaming companies as a profitable venture. This leaves educators with three choices for introducing DGBL into the classroom. The first, and the least recommended by Van Eck, is for educators to develop their own “funducational” digital games. The problem with this is that, since most educators have little or no understanding of the art, science, and culture of game design, the games become so “academized” that the “ fun is sucked out of it” (Van Eck, 2006). The best option according to Van Eck is to have a joint venture between a gaming company and national education foundations. Unfortunately, it’s hard to show the profitability of this venture (Van Eck, 2006). This leaves us with the option of using commercial off-the-shelf (COTS) games (such us Grand Theft Auto) for DGBL. Van Eck (2006) recommends this option because the games are proven to be liked and all that is left for the educator to do is identify applications for the games. Some recommendation that he gives are: Civilization to teach history, CSI to teach forensics and criminal justice, SimCity to teach civil engineering and government, and Grand Theft Auto to teach ethics, morality, citizenship, and law (Van Eck, 2006).

References

The New Media Consortium, & EDUCAUSE Learning Initiative. (2011). The horizon report: 2011 edition. Retrieved from http://net.educause.edu/ir/library/pdf/HR2011.pdf

Van Eck, R. (2006). Digital game-based learning: It's not just the digital natives who are restless. EDUCAUSE review, 41(2), 16.