Emerging practice with games-based learning - Teaching with Technologies: The Essential Guide - page 78

Initially, for the education profession there needs to be a shift in perception of
digital games as many are believed to have violent themes based on exposure to com-
mercial advertising. Second, teachers' knowledge of games needs addressing, as high-
lighted in the Futurelab (2005) survey of teachers and their attitudes to games and
learning. In a representative sample of 1000 primary and secondary school teachers
in England and Wales, 72 per cent had never played games and 69 per cent reported
having never used them in class. When considering using them, the most cited rea-
son (by 53 per cent of teachers) was that to engage learners as games were perceived as
motivational, interactive and stimulating. However, only 18 per cent believed them
to be relevant to the curriculum. When asked to reflect on the reasons for not using
them, the most cited was, because games had little or no educational value (33 per
cent). With respect to the benefits of playing entertainment games, teachers thought
that the main gains pertained to motor/cognitive skills (91 per cent), followed next
by computer skills (77 per cent) and then higher-order thinking skills (63 per cent).
Interestingly, with respect to the practical barriers teachers envisaged, the most cited
reason was access to equipment (49 per cent) while the next one was inappropriate
content at 14 per cent.
Games content
For teachers, a core concern remains curriculum coverage. Unless a game can be seen
to specifically address subject content, it is unlikely to be embedded into practice.
Aspects of skill development and learner engagement may be helpful, but it would
need to relate to a scheme of work directly if we are to see more widespread use of
digital games in classrooms (Byron 2008; Douch et al. 2010).
Interestingly, Nintendo have specifically developed games for the education mar-
ket and have created games to cover curriculum areas. The most popular are puz-
zle games that require the use of skills such as problem-solving, decision-making,
reflection and recall. These include 'Dr Kawashima's Brain Training ', ' Professor Kageya-
ma's Maths Training' , and ' Professor Layton and the Curious Village '. MoLeNET (2010)
research found these games enable players to be sufficiently challenged through the
different levels, thereby providing an engaging and motivating learning experience
and one in which players can compete against the game and each other. Also, as
these are played on hand-held devices the advantage of flexible and mobile learning
is evident too.
Time
A major barrier, particularly to complex games, which require a lot of time, is the
structure of the school day and lesson length. For example Sim City can take 10-20
hours to play; however, for a deeper understanding up to 100 hours may be required,
and it is precisely a lack of time that Spring-Keller (2010) argues is a striking impedi-
ment to creativity. The constraints of timetabling have been noted by Becta (2002)
and researchers alike (Clarke 2003; De Freitas and Jameson 2006). More creative uses
of classroom time organization are required and there are examples of innovative