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Co-opting Video Games in the Classroom: What's the deal?
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Started this discussion. Last reply by David Carlton May 19.

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David Carlton replied to Michael Young's discussion 'Co-opting Video Games in the Classroom: What's the deal?'

Thanks for taking the time to explain that, that was really interesting!

May 18

Michael Young replied to Michael Young's discussion 'Co-opting Video Games in the Classroom: What's the deal?'

Simply put, psychology has certainly not gotten is Grand Unification Theory yet of how people think and learn. Many learning theorist do still use the intrinsic/extrinsic distinction for survey research based on students self-report, for example Car…

May 18

David Carlton replied to Michael Young's discussion 'Co-opting Video Games in the Classroom: What's the deal?'

Wow, that's really interesting! Forgive me for harping on the whole motivation thing; I got my info from Alfie Kohn's Punished By Rewards, which seemed from a layman's point of view of doing a reasonable job of presenting the research on that topic…

May 17

Michael Young replied to Michael Young's discussion 'Co-opting Video Games in the Classroom: What's the deal?'

Well, as one of those educational psychologists, I'm one of the folks who is supposed to be "figuring out better ways to organize classrooms" and I'm pretty sure we're not going on the assumption that intrinsic motivation (however defined) is "much…

May 16

David Carlton replied to Michael Young's discussion 'Co-opting Video Games in the Classroom: What's the deal?'

Simon Ferrari said:This reminds me, when the heck do I actually take education classes if I'm on a PhD track? No idea what it's like where you are, but in my experience: you don't. But, also in my experience, there are books around, there are othe…

May 16

David Carlton replied to Michael Young's discussion 'Co-opting Video Games in the Classroom: What's the deal?'

I'm trying to puzzle in what ways it's important that we're talking about games here. I should probably already know the answer, but can you give some examples of when and why you (you specifically, not an abstract you out there) might be tempted to…

May 16

Simon Ferrari replied to Michael Young's discussion 'Co-opting Video Games in the Classroom: What's the deal?'

@Michael: Ah, I'm hopelessly ignorant of the cognition of teaching and learning. I'd be really interested in reading some of that though, since I'm pretty sure I've never seen a student who didn't want to learn all of a sudden find learning fun (out…

May 14

Michael Young replied to Michael Young's discussion 'Co-opting Video Games in the Classroom: What's the deal?'

Well, Joe Renzulli talks about such projects as "type 3" where the project is complete student-centered, student generated. But I was hoping to get beyond best practices, to open up a discussion about the psychological aspect of personal goals and i…

May 14

Michael Young's Blog

First VGHVI in-game meeting

So.. let's plan to get together in game some where. Let's discuss when, where, how. It could be neutral corner like Second Life, or someplay I can show you what a real Night Elf Rogue can do... like in WoW... maybe even take on that darn Lich King ourselves, eh?

Posted on December 3, 2008 at 12:44pm — 3 Comments

Anti-climax

In getting familiar with Jeff Howard's work, a Senior Fellow here at the VGHVI, it occurred to me to ask about Quests and how they end. After the labarynthine struggle for a Quest, what do you get when you get to the goal? Often, anti-climax. Sometimes just a text congratulations, sometimes a boss that has some high quality drops, but usually nothing to equate with the hours of getting through the maze itself. Could it be the questing itself is fun and rewarding?

If so, this is interesting to e… Continue

Posted on November 6, 2008 at 10:00am — 7 Comments