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| 与其抱怨学生宁愿玩电脑、打游戏，也不愿上课、做作业 ；不如取游戏其吸引学生之处，将之运用到课堂上，起到“spark learning”的作用。 A recent survey of students at more than 20 U.S. colleges and universities revealed some startling statistics: All the students had played a video, computer, or online game, and 65 percent described themselves as 襯egular or occasional?game players. Almost half (42 percent) said that playing games sometimes kept them from studying ---- in fact, 9 percent said that their main motivation for playing games was to avoid studying. In an especially galling statistic for educators, 32 percent of the students admitted to playing recreational electronic games during class. Today誷 college students spend more time playing games than they spend going to movies, watching television, or reading books for pleasure (Jones, 2003) These recreational preferences take shape at an early age. A study by the Kaiser Family Foundation (2003) found that 50 percent of U.S. children have played computer games by the time they are 6 years old. And video games are a regular part of many teenagers?lives: A study dating back to 2001 showed that approximately 84 percent of 12- to 17-year-olds surveyed owned a video game console; 58 percent played video games for an hour or more every week (Thibodeaux, 2001). In recent years, this number has only grown. The term 襡lectronic game?encompasses a wide range of products, from shooting games involving extreme violence to sports simulations to fantasy adventure games to puzzlers or brainteasers. Each category has distinct characteristics, but they also have qualities in common: They all have rules and goals, provide immediate feedback, and create an interactive, virtual environment in which the player has to struggle against some kind of opposition (Mitchell &Savill-Smith, 2004). Some social commentators decry the growing amount of time that children and teenagers spend playing electronic games and allege that some play can have harmful side effects, such as increased aggression and reduced physical activity (Mitchell &Savill-Smith, 2004). A growing body of research disputes such claims as exaggerated or ill-founded (Jenkins, 2004a, 2004b). In any case, our students?fascination with such games is unlikely to fade. Instead of swimming against the tide, educators should consider the lessons that the gaming revolution can teach us. It's time for schools to get into the game. What's in a Game? Nobody would propose electronic games as a panacea for the problems plaguing contemporary education, but educators could learn something from the holding power of such games. The worst thing a kid can say about a homework assignment is that it's too hard, and the worst thing a kid can say about a game is that it's too easy. Students who give up on difficult assignments will stay up until dawn trying to master the next level of a challenging game. In contrast, many students find school less than compelling. The concept of intrinsic motivation may explain the difference between the effort young people devote to games and effort they often invest in their schoolwork. Intrinsic motivation refers to activities that we do for their own sake rather than for an external reward, whether cash or grades. A story that anthropologist Mary Louise Pratt shares about her son's interest in baseball card collecting demonstrates the power of this kind of learning: |
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