Video Games: Are they really educational?

I have been asked to reflect upon the following quote:

“What attracts and “glues” kids to today’s video and computer games is neither the violence, or even the surface subject matter, but rather the learning the games provide. Kids, like and all humans, love to learn when it isn’t forced on them. Modern computer and video games provide learning opportunities every second, or fraction thereof.” (Prensky, 2003)

Having read this quote countless times I am still not convinced that children are attracted to games because of the learning that games provide. Perhaps this is pessimistic on my part but I believe that people in general are attracted to games because they are fun, stimulating, and often challenging. From my experience the learning that occurs is an added benefit of engaging in the game often repeatedly, but I don't believe it is the motivation. 

I have a nine year old granddaughter who will spend a concerted amount of time playing a game. As I watch her, I see she is challenged to succeed in the game's objectives and she repeats the game because she is determined to surpass her own best scores. When I ask her why she plays the game she typically tells me that it is fun. 

I agree wholeheartedly with Prensky that modern computers and video games provide tremendous learning opportunities for all of us. From a teaching and learning standpoint they are particularly valuable for helping our students to learn and practice their skills in a fun and engaging way. The games captivate people's attention causing them to try over and over in an effort to improve their mastery. I also believe that the quality of games continues to improve making them more dynamic and attractive to the player. Although learning may be occurring it is the dynamic nature of the interaction and competition that I believe motivates us to play.

I would argue that the more important point that Prensky makes in his article Really Good News About Your Children's Video Games is that according to an increasing amount of research children are gaining more than just knowledge from their experiences with games. He states that "on deeper levels they learn infinitely more: to take in information from many sources and make decisions quickly; to deduce a game's rules from playing rather than by being told; to create strategies for overcoming obstacles; to understand complex systems through experimentation. And, increasingly, they learn to collaborate with others." (1)

Given the mounting research demonstrating that through the use of video and digital games children develop critical skills needed for the future there would seem to be significant implications for our education system. The evidence supports a strong counter argument to the long held belief that 'play' is only valuable for elementary students. It also validates the declaration that people learn both content and critical skills through gaming. 

The nature of educational transformation is a topic of debate across this nation as stakeholders demand that students graduate with adequate knowledge and skills to succeed. Although I am not one to play games I feel compelled to acknowledge that there is a valid place for games in the teaching/learning experience. These tools are yet another resource that can be used to teach, practice, and assess 21st century skills such as the ability to collaborate, problem-solve, and think critically.  Perhaps it is time for educational institutions across the K-16 spectrum to adapt the learning experience to include a gaming dimension among other research based best practices and technologies.