Game Worlds facilitate Collaborative, Inquiry-Based, and Self-Directed learning
Jason Haas, of MIT, writes that;
“Commercial massively multiplayer online games, or MMOs, like World of Warcraft offer a number of features common to great learning environments. These games are, to varying degrees, collaborative, inquiry-based, and self-directed, all of which make them a prime place to explore aspects of math and science learning. Having a “world” in which to situate problems also means that players can solve something that feels meaningful to them; and see the consequences of their individual and collective actions. The massively multiplayer nature of these games also creates an opportunity for students to address problems with colleagues. Problems too large for any one of them to solve by themselves can be solved collectively by gathering data together, comparing notes, and acting decisively, confident in their evidence-based decisions.
At their best (and, frankly, even at their worst), these games function as a kind of society.
So, if you can combine these existing practices with engaging math and science content, imagine the learning experience you could provide. Thanks to a grant from the Bill & Melinda Gates Foundation, we’re doing just that.
Our game, The Radix Endeavor, is a massively multiplayer online learning game, designed by our lab, The Education Arcade at MIT, and developed by Filament Games in Madison, Wisc. The game places thousands of players in an Earth-like world with a technical and social situation similar to our 1400s.”
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Posted on February 9, 2014, in Funding for Game Based Learning, games in school, MMOG, STEM Games and tagged Bill & Melinda Gates Foundation, collaborative learning, Education, Educational game, engagement, Filament Games, Game Worlds, games in education, Inquiry-Based learning, Math, MIT, MMOG, MMOGs, Science, Self-Directed learning, STEM, The Education Arcade, The Radix Endeavor, World of Warcraft. Bookmark the permalink. 8 Comments.
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