The last video game I played was probably Duck Hunt 1.0. The ducks looked like pixelated flying cubes. I am no gamer. But do like games! In the same way, I’ve never turned my classroom into a world-of-gaming-to-teach-literacy, but- besides tossing Chancho- my students and I do enjoy a good round of Kahoot! (Enjoy is probably too soft a word; they holler, pound desks, and jump up and down. About English.) This year I began incorporating Catlin Tucker’s Word Sneak into our vocabulary reviews- it’s low-tech, but a game nonetheless, and my kids love it. They also practice reading, speaking, and writing vocabulary words each time we play- so I love it too. Vocabulary Taboo is a favorite in my classroom as well.
Gamification vs. playing games is a lot like project-based learning vs. doing projects. I use games to enhance learning, whereas new concepts like Quest to Learn, in New York, center the learning entirely around games and game design. It looks fun, relevant, and high-interest. What’s even more promising is that game thinking proponents such as Jane McGonigal claim that games can encourage problem-solving, creativity, community, and even heroic actions. Games, in the way that I use them, are mostly good for community (on the most basic level- it makes us feel good), and reviewing basic knowledge. Gaming in the way McGonigal or Quest to Learn's principal talk about it, can tap into a much deeper level of learning, with incredible potential.
By definition, I do not- nor do I have any plans to- gamify my classroom. It has taken me five years to come to place of confidence in “projectifying” my classroom, and I’m still working on it. I see potential in gamified education, but like project-based education, I think it’s wise to consider the inherent challenges that could accompany such endeavor. Let me be clear: this is no reason to rule out game-based, or project-based, learning. It is prudent, however, to make sure that neither approach missteps around real learning that we know works. John Hattie, Michael McDowell, and Fisher & Frey all agree on the necessity of teaching surface-level knowledge, deep knowledge, and transfer-level knowledge; there are different methods that best address each level listed. If a game address all three types of understanding, as well as build problem-solving skills, collaboration, and creativity- as gamification advocates claim- then, by all means, let the game begin! Until then, Chancho and I will keep doing what we can in simple ways. I’ll do the teaching; Chancho will make my students want to do the learning.