Citation: Olliges, R. (2007). TORNADOS ARE SWIRLING: IMPLEMENTING GAMES FOR THE “DIGITAL NATIVES.”. Journal Of Philosophy & History Of Education, 57124-127
Summary: The article talks about five phases of a technology adoption life cycle, innovators, early adopters, early majority, late majority and laggards, according to their willingness and enthusiasm toward new technology. Olliges then describes corresponding key elements of games to learning. In highlight, a game itself should include the following attributes score achievement system, repetition yet variety problems, privacy and competition, while an effective game based learning education is reflected by students communicate with faculty, students cooperate with one another, students direct interact with the games, and how main objective delivers to the students.
The reason computer games are so engaging is because the primary objective of the game designer is to keep the user engaged…. Gameplay is all the doing, thinking and decision making that makes a game either fun, or not (Prensky, 2002, pp. 1 & 9). Motivation is achieved by keeping the player engaged at every moment
Games based learning is a new technological innovation in which gaming is serving as primary platform of skills training. One main advantage of games based learning over the traditional platform is interest trigger. The term gaming pertains much more relaxing and less burden connotation than the word lecturing does. It is a significant notion because actually engaging students into the lessons is the very first step to have them absorbing knowledge.
Marc Prensky’s (2001, p 119-124) Digital-Games Based Learning identified six key structural game elements: (1) rules, (2) goals and objectives, (3) outcomes and feedback, (4) competition/challenge/ opposition, (5) interaction, and (6) representation or story
In order to put forth games based learning in school system, the general concept must be defined and formalized as close to a traditional education’s curriculum as possible. First of all, games based learning needs a rule to ensure proper practice and no cheating, like policies within a classroom setting. Secondly, it must have well defined goals and objectives that serve as typical guideline of what lessons it wants to delivery and what students should achieve from it. It also needs to give students feedback of what they have done and what they should’ve or did a good job. Competition is another key to intrigue and encourage students to try harder. Lastly, it must provide a exploitable and complex scenarios that interesting enough to engage and train their decision making skills.
Olliges focus more on the key structures and essential expectations that games based learning should have. Some of the main ideas he highlights in this paper that cross intersect with the “Framing the Adoption of Serious Games in Formal Education” are the neccessity of teachers facilitate the classroom conduct, students’ engagement in games, collaboration and competition. Moreover, all three articles mention about how the entertainment aspect of game based learning would benefit the digital natives’s learning.