Introducing a Game-Based Curriculum in Higher Ed-Some Commentary

I read a guest post on EmergingEdtech by Justin Marquis. Introducing a Game-Based Curriculum in Higher Ed His post examines the why’s and how’s of incorporating game based learning elements into the higher education curriculum. It starts off well as he builds on Jane McGonigal's work to provide four reasons for why gaming is an excellent fit for higher ed: Urgent Optimism, Social Engagement, Blissful Productivity, and Epic Meaning.

I agree that these are great reasons. He then starts down the familiar path of "adding games to the course". I think this misses the point. It is not about adding games to courses. Education is already a "game" How to create a complete educational experience that contains the four elements? Is the question. What would that be like? Does it already happen for you? Read the article and share your thoughts.

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Comment by chris saeger on August 2, 2012 at 1:10pm: Justin,

Thank you for clarifying the background to the article. I agree with you that education lacks the attributes of a well designed game. I was using the term in a broader and perhaps more cynical way. I am looking forward to reading your article in august. Please mention it here when it comes out.

Best regards,

Chris

Comment by Justin W. Marquis PhD on August 2, 2012 at 12:21pm: Chris, thank you for re-posting the article. I appreciate your commentary. Just to clarify, the reason that the piece goes into a discussion of how to implement a GBC is because that is what was requested when I was asked to write the article - so I had little control over "starting down the familiar path."

That said, education is about as far from a "game" as you can get, unless you are talking about political manipulation. Traditional classroom interaction and the structure of schools contain none of the attributes of a well-designed game. I am actually writing about this today (to be published on my blog @ Aug. 15 - http://www.onlineuniversities.com/blog/)

Finally, to clarify Jennifer's point, I never specifically mention electronic games until near the end of the post. I am a far greater advocate of the Q2L model which incorporates all kinds of games, game design and production, and systems thinking. http://www.onlineuniversities.com/blog/2012/05/quest-to-learn-as-a-...

Again, thanks for the re-post and thought-provoking discussion of it. @drjwmarquis

Comment by Brandon Carson on July 6, 2012 at 3:13pm: Since "play" is an inherent human trait, it's natural for us to want to engage in activities we find fun. I think we're conditioned to set "fun" aside when we enter our workstream. I remember once, years ago, pitching the idea of game-based learning at Agilent, and they responded by asking me if I could please not use the word "game" because they can't have fun at work. I had to use "activity" instead of "game". So I agree that it's less about "adding games to a course" -- it's more about providing a learning experience that's relevant, clear, fun, and engaging. The "game" is life itself. The element is play. You want to add play experiences in a natural flow that also helps one learn something to assist them with improving their performance.

Comment by chris saeger on June 23, 2012 at 5:36pm: Jen, thanks for the comment. I agree with you. I think the thing that is most often missing is the level of overall intention. I would have loved to been in a school that sought to provide a sense of Urgent Optimism, Social Engagement, Blissful Productivity, and Epic Meaning for each student. From that intention the specific activities or game would be played and debriefed.

Chris

Comment by Jennifer McCann on June 22, 2012 at 7:23am: Chris, I like the idea of creating "a complete educational experience" using games as the base. It seems that the author's main focus is on electronic games, but creating an experience requires using various types of games and activities and then providing the opportunity for real-life application.

Jen