Using Video Games in the Classroom. Challenges and Solutions

Using Video Games in the Classroom

Challenges and Solutions

Elena Shliakhovchuk

Victoria Spashchenko

Authors’ note

Although the authors have made every effort to ensure the accuracy and completeness of the information contained in this book, they assume no responsibility for errors, inaccuracies, omissions, or any inconsistency herein. Many of the techniques used in this book are from personal experiences. The advice and strategies contained herein may not be suitable for your situation. You should consult with a professional where appropriate. The authors shall not be held liable for any damages resulting from the use of this book.

Using Video Games in the Classroom

Challenges and Solutions

Copyright © 2020 Elena Shliakhovchuk, Victoria Spashchenko

All rights reserved

The right of Elena Shliakhovchuk and Victoria Spashchenko to be identified as the authors of this work has been asserted in accordance with the Copyright, Design and Patents Act 1988. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system except by a reviewer, who may quote brief passages in a review to be printed in a magazine, newspaper, or on the Web, without permission in writing from Elena Shliakhovchuk or Victoria Spashchenko

Editing and proofreading by Xavier De Jonge [email protected]

Cover design by Nykolay Dzhyshkariani [email protected]

Book design by Taras Vashkiv [email protected]

Illustrations by #ArtScribe©

First printing: January 2021

Content

Introduction

What (else) do you need to adopt video games as a teaching and learning tool?

Solution Focus Approach is ready to serve you

Need 1: I need (more) school/administrative support

Need 2: I need (more) parental support

Need 3: I need (more) student involvement

Need 4: I need (more) technical resources

Need 5: I need (more) information about software required

Need 6: I need (more) information about the cost of video games

Need 7: I need (more) information about where to find suitable video games

Need 8: I need (more) information about video games in languages other than English

Need 9. I need (more) understanding of the teacher’s role in a DGBL&T classroom

Need 10: I need (more) knowledge about DGBP (digital-game-based pedagogy)

Need 11: I need (more) information about e-learning with video games

Need 12: I need (more) time to incorporate games

Need 13: I need (more) knowledge about DGBA (digital game-based assessment)

Need 14: I need (more) information about trusted teacher learning communities (TLCs) of like-minded teachers who teach with video games

Need 15: I need (more) information about the effectiveness of DGBL&T

Need 16: I need to know (more) about game literacy

Need 17: I need (more) information on online gaming communities and culture

Need 18: I need (more) information on dealing with gaming-related cybersecurity issues

Need 19: I’m not convinced that using technology in the classroom is a good thing

Need 20: I need (more) opportunities

Closing thoughts

One last thing

#bibliotheraphy

Sidequest with Elena

Sidequest with Victoria

More books by Dr Elena Shliakhovchuk

More books by Victoria Spashchenko

Introduction

We, the authors of this book, are guessing that you picked up this self-help book for any of several possible reasons.

Perhaps you are a teacher looking for new ways to satisfy the expectations of today’s digital-native students.

Maybe you have been forced by circumstances such as COVID-19 to develop new teaching methods.

Perhaps you are looking for more engaging and connected learning environments to challenge your students’ intellect, spark their curiosity and arouse their innovativeness.

Or maybe you have simply seen all the hype surrounding teaching and learning with video games and want to know what it’s all really about.

We don’t know which of these reasons apply. But the fact that you are reading this book proves us that you are not only open to new ideas but also brave and intrepid enough to take on the sometimes daunting challenge of introducing new teaching tools.

Before COVID-19 turned all our lives upside down, the edtech sector was already booming, with global investments of US$18.66 billion in 2019¹ and an overall 2025 online-edtech market projection of $350 Billion.² Since COVID-19 there has been a significant rise in the use of edtech tools such as online learning software, education apps, video conferencing tools, and game-based learning.

Video games have always been a source of entertainment for millions of people. The pandemic has boosted consumption of digital entertainment, especially online gaming. Digital games, however, are more than pure entertainment. They require strategy and forward planning to move up through the levels and to meet the games’ objectives. Recent research show that video games also improve socialization skills, leadership skills and team building; develop soft skills; and raise self-esteem. In addition, video games are useful for teaching subjects ranging from history and languages to algebra, biology and computer programming. They also help train pilots and doctors in the form of simulators. A growing army of progressive educators provide living proof that video games are effective pedagogical tools. In fact, they are so effective that the Polish Ministry of Education included a video game in an official academic curriculum³ and the US Food and Drug Administration (FDA) approved a video game as an effective treatment for children with ADHD.⁴

So as you can see, this is truly the best time to try out video games in your classroom. Implementing digital-game-based learning and teaching (DGBL&T) will enable you and your students to keep up with the real world.

Of course, the idea of learning something new invokes a range of emotions. Some teachers feel excitement and curiosity, many others uncertainty and fear of failure. A brave person, however, is the one who does not let their fear hold them back. Are you among the brave explorers willing to venture into the terra incognita of DGBL&T?

We hope you are!

Even the most determined and resolute of teachers can have occasional periods of indecision when embracing new educational technologies. To help you overcome these doubts, we have undertaken extensive literature research and spent long hours talking with colleagues in order to identify and offer solutions for the 20 most common barriers and challenges facing teachers like you.

We invite you to examine these seemingly big challenges through the prism of the Solution-Focused Approach (SFA). For many years now this method has been used all over the world to turn hopeless Problem Talk into powerful Solution Talk. Instead of wasting time, effort and energy going over that which is wrong and needs to be fixed (Problem Talk), we will be discussing that which does work well and those of our experiences that can help us move towards our preferred changes (Solution Talk)!

We wanted to make this self-help book as comprehensive and easy to use as possible. To this end, each challenge or barrier (we prefer to call them needs) is divided into three parts for quick reference.

First there is a brief description of the challenge accompanied by a few questions you might have in your head when thinking about this need.

Next we use the Solution-Focused Approach to offer a strength-based dialogue with yourself that encourages you to take some small first steps to get you moving on the path to successful digital-game-based learning and teaching. This part aims to transform the usual problem-dominated talk into a