Kirriemuir, et al.
John Kirriemuir
john@ceangal.com
Use of computer and video games in the classroom
This paper looks at examples where computer and video games have been used in the classroom. Specifically, we look at pure games i.e. those designed and marketed as games for fun, and not deliberately designed to contain any educational motive or content e.g. "edutainment".
We look at the results of an initial BECTA-funded survey from 2002, which identified a number of schools (from around the world) that used games in the classroom. From this, we identify a number of reasons (with examples) of how and why games were used. For example, we examine where games have been used to support or reinforce curriculum work, as a reward for good behaviour, to increase IT skills in pupils, or as a substitute for inferior educational-oriented software.
Reasons for how games were introduced into the classroom are discussed, as well as examining whether this kind of software is being used in isolated cases, or across schools or regions.
Hindrances/obstacles to the use of games in the classroom, as mentioned by teachers and students, are categorised. For example, financial (lack of funds to buy games), technical (lack of sufficiently powerful PCs), logistical (difficulty in incorporated games into curriculum-led class time), cultural, and perception (by parents, teachers and school governers) reasons, with examples, are given. Methods by which teachers and schools have overcome these obstacles are examined.
Further examples are given from a follow-up survey in July 2003. From this, we see if there are any trends emerging in how "pure" computer and video games are being used in the classroom.
Biographies of authors
John Kirriemuir is an independent researcher and consultant, specialising in the relevance and use of computer and video games in formal educational settings e.g. the classroom. He researches, writes and carries out workshops (both theoretical and practical) in universities, colleges and schools. He has recently returned to being a student, starting a part-time PhD at the Graduate School of Education in the University of Bristol, looking at the relevance of online video gaming to formal education.
Angela has designed and directed national research and evaluation projects on ICT and Learning, and is part of the team that designed the longitudinal study of the impact of networked technologies on home and school learning - Impact2. As Director of the Centre for Research in Educational ICT, Homerton College, Cambridge, her research involved evaluation of the impact of networked technologies on learning. She was a member of the OECD expert group on quality in educational software. She has managed a number of major software development programmes. Angela currently holds a chair in education at the University of Bristol, is a director of the TEEM project on evaluation of digital content in the classroom.
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