Thing 22 - Gaming
December 11th, 2008 | by Del ShiersWHAT YOU NEED TO DO BEFORE YOU CAN TICK OFF THING 22:
Read the information below and then write a blog post about how we might we adapt our instructional material to better engage digital natives.
Games are fun. Gaming nights are a good way to attract users to a public library. This is true but it is not why we are covering gaming for the 23 Things.
The gaming we are talking about is computer gaming……online, video, console based, hand held and PC. Gaming can be used as an immersive, compelling and engaging way of providing access to information and education.
Over 79% of Australian households have a device for playing computer and video games. 41% of gamers are women and 8% are seniors. The average age of Australian gamers is 28, but this is rising and expected to be 42 by 2014. ( Jeffrey E Brand of Bond University Interactive Australia 2007 : facts about the Australian computer and video game industry ). Market research from Parks Associates shows that US consumers play online games more often than watch online videos or visit social networking sites.
Rightly or wrongly, many students bring information finding strategies they use in gaming when they do research using our online tools. Several are spending hours immersed in incredibly engaging and sophisticated computer interfaces, where they are able to contribute to the action - so library websites look very different by comparison.
Gaming gives students skills like:
- Ability to quickly read and comprehend massive amounts of information on a screen.
- An understanding that many strategies and attempts may be necessary to accomplish a task.
- A reluctance to read wordy instructions.
- A preference to learn an online system by trying it out.
- An ability to rapidly synthesise facts and make split second decisions.
- Ability to learn a new interface very quickly.
- Ability to handle sudden or unexpected changes in their interface.
- Creative and lateral thinking.
- Collaboration.
- Teamwork.
- Ability to quickly assess what information is relevant and what is just noise.
Inside Higher Education reported on the American Library Association Symposium on Gaming, Learning and Libraries in the article When “digital natives” go to the library. The comments on the article are fascinating - they discuss the difference between the gaming digital natives and the librarians who serve them in our libraries.
Other references:
The recent 2008 ALA TechSource Gaming, Learning and Libraries Symposium
covers some interesting topics. See the (rather long) video clip filmed by Tom Peters. Watch for the mention of Guitar Hero, Second Life and Donkey Kong, plus the keys to information literacy snippet right at the end.
Blog topic: How might we adapt our instructional material to better engage digital natives?
One example of designing instructional material with this user group in mind is Te punga
Also check out Liz Wilkinson discussing Te Punga.
Gaming as an immersive activity
Oblivion is an example of an “immersive gaming experience”. Players can spend hours designing their character’s appearance and qualities, selecting one of 10 races (do you want to play as a Dark Elf, a Nord, or maybe you feel like an Orc today?). The different races possess different attributes which will affect gameplay and alter your gaming experience. What are the main skills that you want your character to have? Will he/she rely mainly on strength or stealth or magic?
Vast amounts of specialised information can be found at official and unofficial sites, to help with character creation and gameplay strategy. When players have problems they contact their peers at forums and chat sites for cheats, walkthroughs and hints.
