Computer games are a medium that has become as popular as Hollywood movies. It’s not uncommon for teachers to show movies in class, but how can games be incorporated? This post will discuss these questions and will serve as the handout to my session at the Ohio TESOL Technology Fair 2010.
Games as a source of English
MMORPGs and other complex, multiplayer games can provide a rich source of English (or many other languages) in which students can choose to immerse themselves. Also, because these games are almost impossible to solve without teamwork, there are typically
World of Warcraft (WoW) – The granddaddy of all MMORPGs and by far the biggest. Players create avatars that go on quests and have adventures. In addition to finding potentially complex communication tasks with other players during the game, the WoW wiki is the second largest wiki on the internet after Wikipedia. This is also potentially a good source of target language input.
Second Life – Though not exactly a game, per se, Second Life is an online 3D virtual world through which players’ avatars can navigate. There has been much educational interest in Second Life which means there are several “islands” dedicated to language practice for users to explore.
Analysis of Simulations
Distinguishing between games, serious games and simulations is not as important as how we can use them. Playing a simulation may not be entirely satisfying because a totally accurate simulation of any complex system is extremely difficult to create. But this creates an opportunity for students to try them and then critique them. There are lots of examples listed on Historical Simulations.org. Some of my favorites are below.
Budget Hero – Where would you increase and / or decrease the federal budget and what ramifications would each decision have on the future? Lots of information in a very accessible format.
Energyville – See if you can meet the energy needs of a city of almost 6 million people. Do you think cutting all fossil fuels immediately is the answer? Not in this simulation. Does knowing that it was created by Chevron make you question anything about this simulation? Lots to discuss here.
McDonald’s Video Game – What decisions would you make (have to make?) to keep your franchise humming. Would you cut corners? What effects would this have? And, as with Energyville, above, is this an unbiased view or is there an underlying message in this game?
Group Problem Solving
Even the simplest games can generate complex discussion when played in pairs or as a group. Two students working at one computer need to negotiate everything starting from who gets to use the mouse. If you have access to an interactive whiteboard, a larger group can work together to play the game or solve the puzzle much more comfortably.
Samorost 2 – This is a visually compelling game that, at first, does not seem to have a point. During a brief cartoon introduction, a dog is kidnapped from a tiny planet by space aliens and the protagonist begins his pursuit. Now what? By clicking on various items on the screen they can be manipulated. Puzzles can be solved by finding the appropriate series of manipulations. I’ve had a half-dozen students working on these puzzles on an interactive whiteboard. I was worried because when working alone on my desktop, I found the puzzles to be quite challenging and I almost gave up on more than one occasion. But the power of the group was amazing to see as the students moved quickly through several levels, working together and suggesting new ideas to each other as they went.
Grow Cube – I’ve been intrigued by this game since the first time I discovered it. It is a puzzle in which the player ten turns to select from ten actions that can be performed on a cube. Each one has a cute animation that interacts with the others. Most importantly, some actions require several turns to fully develop. Others must be performed sequentially to work properly (spoiler alert: place the pot on the cube before lighting the fire or the fire will grow too hot and crack the pot.) The puzzle typically requires one or two attempts to get a feel for the game before players can really begin to notice the effects that each action has on the others. Even if the puzzle can not be solved, there is a complete walkthrough available for help. But do yourself a favor and don’t peek until you’ve given it a few tries.
Other Tips & Suggestions
Some of the most complex games available will also be the most expensive. Even if that hurdle is overcome (possibly by purchasing older versions, for example), there may be a variety of reasons that prohibit the installation of World of Warcraft in the local computer lab (“You want to play games?!?”). Fortunately there are a number of online games which are freely available and only require an internet connection to play. Of course, if you routinely battle a firewall for internet access, you may want to test whether you can access them on the computers you intend to use before you plan to use them.
Ask what your students are playing and see if those games might provide a jumping off point. Are they addicted to Farmville on Facebook? Bejeweled? Can they analyze the game critically? Can they teach someone else the strategy involved?
Most games have wikis which describe all of the parts of the game as well as strategies that can be used to win. Is there an undocumented way to win? Have students contribute their ideas to the wiki.
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