By Antero Garcia and Chad Sansing
Whether it is using quick warm-ups like Game of Phones or highly immersive experiences with Mario Kart and Minecraft, digital games can be powerful motivators for learning. It is with this in mind that we are eager to expand the conversation between teachers and game developers.
The U.S. Department of Education and Games for Change, with support from the Entertainment Software Association, will host the Games for Learning Summit April 21 at the 2015 Games for Change (G4C) Festival. With more than 250 participants, including nationally recognized educators, the designers of some of today’s most popular video games, and members of the U.S. Department of Education, we are hopeful that this event will encourage collaboration focused on the learning needs and interests of young people in the U.S.
Watch Games for Change's Games for Learning Summit (April 21) on Livestream.com. During this day-long summit, hosted by…livestream.com
Collaborating and designing with the learning interests of young people in mind requires a shift in thinking from all stakeholders. Based on the conversations we’ve had with teachers and students, there is a hunger for better games that support better learning today. With the recent release of The Ed Tech Developer’s Guide, the pathways for developing for impact are clearer than ever.
At the beginning of the school year, the two of us (along with a handful of amazing teachers) spent a weekend enmeshed with teams of game designers at the White House Education Game Jam. Focused on games that could provide powerful learning resources for schools, we have continued to be optimistic about the results that such collaboration can yield.
A recent game-design project in Chad’s classroom highlights some of what game-based learning has to offer us as teachers and students. Inspired by games ranging from Geometry Dash to Sissy’s Magical Ponycorn Adventure, students working in teams of four completed their own Scratch games like Wasteland Adventures, World Championship Soccer, and Sanic Pong. Each ‘studio’ of four students brainstormed genres, tropes, and mechanics for games they wanted to create and play. Then they got to work. Programmers started to code. Artists worked with platforms like Piskel and Google Draw. Sound Engineers scoured freesound.org and Sound Bible for sound effects and composed theme music with Online Sequencer. Student project managers kept everyone working and talking with one another through shared docs and folders.
The project helped students develop media literacy, soft skills like collaboration, and technical skills like managing an online repository of A/V assets, to say nothing of the logic, math, reading, and writing skills they demonstrated in navigating tutorials, communicating online, and building their games. Students even discussed gender norms in character design and traditional gaming narratives. Game-based learning isn’t about consuming a product to pick up a fact or two; it’s about learning to analyze or produce pieces of interactive media that require critical thinking, persistence, and problem-solving to master, critique, play, and make.
Now, with several White House Education Game Jam alumni and friends coming to the Games for Learning Summit, we are excited about focusing on articulating the thinking, dialogue, and spaces for collaboration between developers and educators.
We’re looking forward to continuing conversation far beyond the Games and Learning Summit. We need to work together to answer questions like: How can we help one another make and use games to fulfill educational needs in the classroom? How can we put the best interactive content in the hands of students for the most meaningful educational experiences — those focused on discovery and decision-making? Let’s figure out game-changing ways to harness the power of play for the work of learning in schools.
Join the conversation on Tuesday by watching the live stream and Tweeting your contributions with #G4L15.