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Lessons in Learning–The video game debate: Bad for behaviour, good for learning?, Nov. 18, 2009
Classes of Information Technology and Programming have been engaging in videogames as the entry point into learning programming skills at a large-sized western Canadian high school. Powerful learning and teaching practices are apparent and through observations, interviews and video recordings—coupled with students’ articulation of their process—we have completed an ethnographic research study of the educative value and potential of videogames within a school setting.
This program of research examines a rapidly growing phenomena, videogames, and the learning that takes place through videogame play and more particularly, through videogame creation.
It is critical that educators and parents develop a greater understanding of the “post-literate culture” in which we live—especially this form of entertainment/educational tool in order to be able to assess the advantages and challenges it brings to youth, their parents and their teachers. It would also address the widely held but largely unsubstantiated beliefs about the detrimental effect of youths’ engagement with videogames.