1. What is the main argument the author is making in
Chapter 5?
The main argument that the author is making in Chapter
5 is that a connection is present between video games and learning.
2. What constitutes a theory of
learning?
According to the text good learning patterns and principles constitute a theory of learning.
3. Why did the author struggle to learn to play
Warcraft III? What needs to proceed before good learning
principles?
The author struggled to learn to play Warcraft III
because he "failed to engage with it in a way that fully recruited its solid
design and learning principles". The author was not able to make connections to the game because he was simply just learning to play it; motivation needs to be proceed before good learning
principles. The author needed motivation in order to learn to play Warcraft III.
4. How would have the authors struggle with learning
to play Warcraft III been interpreted in school?
The authors struggle with learning to play Warcraft III
would been interpreted as a failure in school if that content was being evaluated because the author failured in learning the game due to learning principles.
5. What kind of
learning experience might be better suited for at risk
students?
A learning experience where these students can play video
games or learn with computer related resources might be better suited for at risk students.
6. Why does the school-based interpretation of "at risk"
lead to bad learning?
The school-based interpretation of "at risk"
leads to bad learning because the students are not being challenged. These "at risk" students are completing the bare-minimum to get by and they are expected to complete no more than that by their teachers and etc.
7. What do schools need to do to function more like a
good game?
Schools need to challenge their students
more in order to function more like a good game. They also need to make the learning engaging and meaningful.
8. What is different
about how good games and school assess learners?
Schools give students
tests, which create results for teachers to decide what is best for the
student. Games allow students to make their own choices and decide what level
of learning (difficulty) is best for them.
9. What are the attributes
of a fish-tank tutorial that make it an effective learning tool? How is it
different than school-based learning?
The fish-tank tutorial allows individuals to assess their
own learning style by playing a game and allowing the individual to determine how they learn
best. This is different from the way that learning takes place in schools
because in schools students are assessed and then adults decide what is best
for them.
10. What is a sand-box tutorial? Why is effective? How is it different that school-based learning?
The sand-box tutorial is a concept where students are free to explore. This type of tutorial is effective because it allows the students to decide what the best way to learn is. This is different from school-based learning because in school, the student is assessed and then teachers, faculty, and adults decide what is best for the student.
11. What is a genre? Why is it important for good learning?
Genre means the "type of thing something is." Genre is important for good learning because students need to know what type of things teachers are asking them to learn. Genre is how we classify things.
12. According to the author, what do learning and play having in common?
According to the author, learning and playing should both be fun and engaging. When you are playing you are most likely learning.
13. How are the skills test in good games different from skills tests in school?
Skills tests in good games are evaluative. If you complete the level you move on to the next.
Skills tests in school are not usually "developmental for the learner and not evaluative."
14. How does RoN support collaborative learning?
He supports collaborative learning because he allows group work.
15. Match at least one learning principle of good games (on page 74) with each the following learning theorists you have studied in 3352:
Dewey #1
Vygotsky #12
Piaget #5
Gardner #14
Bandura #9
Skinner #15
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