CONSIDERING GAMES AS COGNITIVE TOOLS: IN SEARCH OF EFFECTIVE
EDUTAINMENT
Play is a very serious matter, it is an experience of our
creativity, and creativity is at the very root of our ability to learn, to cope
and to become whatever we may be. [Rogers & Sharapan 1994]. According to
software publishers association, interactive children’s education is one of the
fastest growing market segments in computer industry. [Parets 1995].
Educational software is the primary stimulus behind multimedia computer
purchase for the home. [Hisey 1995], with sales of $600m for 1995, [Parets
1995]. Non computer based games marketed as having educational components
accounted for more than $200m in sales in 1994, [Hoover 1995].
Cognitive toys: Cognitive tools can reduce the need for
laborious activities and allow student to achieve goals they are already
motivated to reach [Malone & Lepper 1987]. Sometimes the design of
intrinsically motivated environment requires toys rather than tools that
challenge learners to use skills they would not otherwise inclined to use
[Malone & Lepper 1987]
Pierfy, [1977], reviewed 22 comparative simulations gaming
studies and concluded that simulations and game demonstrated greater retention
over time than conventional classroom instruction, with students reporting more
interest in the game activities.
On the other hand, the most difficult issue in the
assessment of games as cognitive tool is that, games maybe environments which
foster the learning of implicit knowledge. Implicit learning occurs when a
subject is not consciously intending to learn, is not aware of what they have
learned and yet they acquire new knowledge. [Kihlstrom 1994]. Implicit
knowledge is not necessary reflected in people’s ability to answer writing
questions since they are not consciously aware of what they have learned.
REFFERNCE
Berry, D.C & Dienes, Z [1993]. Implicit Learning: Theoretical
and Empirical issues. East Sussex, UK. Lawrence Erlbaum Associates.
Hisey, P. [1995]. Edutainment to drive multimedia biz discount
store news, pp 50-51
Hoover Business Resources [1995]. Masterlist Plus [online], http://www.hoovers.com
Kihlstrom, J. [1994]. Cognition unawareness. [Review of the
book implicit learning and tacit knowledge. An essay on cognitive unconscious science,
264 [5161], 1013
Malone ,T & Lepper, M [1987]. Making learning from a
taxonomy of intrinsic motivation for learning. In, R. Snow & M. Farr [Eds,].
Aptitude, learning and instruction. Vol. 3 pp223-253. Hillsdale, NJ.Earlbaum.
Parets, R.T [1995]. Children’s Edutainment title vie for
shelf space. Discount store News, pp 50-51
Pierfy, D.A [1977]. Comparative simulation games research.
Stumbling blocks and stepping stones. Simulations and Games, 8 [2] 255-268.
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