Among the most obvious benefits of playing with computers is practice with computers, but there is much more to be gained. Future teachers need structured opportunities to study and reflect on the more powerful possibilities of teaching with games and simulations.

In comparison the comments related to "developing higher order/critical thinking" (5 responses - 2.2%) and "authentic learning" (10 responses - 4.42%) were few.

Computer games are important b/c students have to use prior knowledge to play the game. Help with strategic and problem solving skills

Those surveyed did not seem to understand the deeper value of playing computer games – a subject that needs to be taught as part of the preservice curriculum if the benefits of using computer games and simulations are to be realized in teaching. Among the more powerful effects of computer games are: representational competence, mental mapping, multidimensional visual-spatial skills, skills of inductive discovery such as observation, trail and error, and hypothesis testing(Greenfield, 1984). Overarching these important new skills perhaps, is the notion that today’s learners have a new mix of cognitive skills (Prensky, 2002) that teachers need to understand.

Negative comments

It was surprising that rather than concerns about games being violent or entertaining, the most frequently cited reasons for not using games were the following: "detached from the real world/people" (responses 17 -7.5%)

So many people use computer games and simulations to replace real experience with projects or others.

This response runs counter to Beck and Wade’s (2004) finding that gamers are “more skilled than nongamers at using a wide range of tactics to involve other people in making decisions” (p. 122).Contrary to the “conventional wisdom” that gamers are loners, most players spend time with family members engaged in social games.

"detracts from teacher/student relationships and quality teaching/learning" (12 responses - 5.31%)

I think computers are important for learning but should not prevent quality teaching, listening, and learning time between student and teacher.

Time is of the essence. Teachers have to weigh the value of providing the benefits of game and simulation experience with the opportunity cost of not doing other things. What is it worth to have students rapidly analyzing new situations, solving problems independently, developing teamwork skills, developing a taste for being immersed in data, using cutting edge analysis tools, performing rapid task switching, and building expectations that practice matters, and success is attainable with the tools at hand? It is a mistake to think that playing games is wasting time. Games provide real, valuable experience and do not by themselves detract from building relationships with others (Beck & Wade, 2004; Prensky, 2001).

and "lack of skill building/reading/writing/use of knowledge" (13 response -5.75%)

Many software programs are created with good intentions but not all software sticks to learning objectives and

performance statistics, many times the graphics, characters, & advanced visual technology take precedence over teaching and reinforcing the desired skills.

This legitimate concern recognizes the “dancing banana” effect (Prensky, 2001) of some of the poorer “educational” games, which puts a few animations around the same old boring material, trying to dress up bad teaching. Good and serious games for teaching and learning are a subset of all computer games, so we need teachers who know the difference and know how to select and use the right ones!

Summary

The growth in games and simulations is not an isolated phenomenon but parallels advances in information and communications technologies and both have had an impact on learning. (Bonk,2005 ) For the majority of the perservice students sampled by simSchool, games and simulations are perceived as motivational and engaging but still peripheral to the real core of learning. Yet, today’s K-12 students who are active participants in the information age want to engage in relevant meaningful tasks rather than just complete worksheets and accumulate knowledge. In this sample preservice students’ understanding of the potential for games to develop complex reasoning, decision making, and critical thinking is still a ways off. Further study is needed on how to communicate the benefits of using games and simulations in education and how to help today’s preservice students infuse them into teaching and learning.

Look for more simSchool survey results in a forthcoming book edited by David Gibson, Marc Prensky and Clark Aldrich at upcoming educational technology conferences such as FETC, SITE 2005, and NECC.

References

Beck, J., & Wade, M. (2004). Got game: How the gamer generation is reshaping business forever. Boston, MA: Harvard Business School Press.

Bonk, C.J., Dennen, V.P., (2005) “Massive Multiplayer Online Gaming: A Research Framework for Military Training and Education” office of the under secretary of defense for personnel and readiness, Technical Report 2005-1. (accessed 9/7/05)

Buell, J. (2000). The politics of homework. The Humanist, 60(6), 39-40.

Greenfield, P. (1984). Mind and media: The effects of television, video games and computers. Cambridge, MA: Harvard University Press.

Jones,S., (2003) “Let the games begin: Gaming technology and entertainment among college students,” Pew Internet Life Project, Washington, D.C., (accessed 9/7/05)

Prensky, M. (2001). Digital game-based learning. New York: McGraw-Hill.

Prensky, M. (2002). What kids learn that's positive from playing video games.

Young, J. (2002, Dec 6). Homework? What Homework? Students seem to be spending less time studying than they used to. The Chronicle of Higher Education.  Next Page: Interview with Chris Dede.