Reader Review: Digital Game-Based Learning By Marc Prensky – Many of you would agree that modern education is focusing more and more on visual presentation. Instead of printed books, students prefer to read online documents. Writing is still there, but not on a piece of paper. In short, things move a lot with technological support. How do educators adapt to his condition?
– Good Steps to Try
If you are interested in this book, be ready to get immersed. Prensky book was published in 2000, but it still holds the facts many should know. While other people at that time still try to improve their “boring” approach, Prensky collected evidences about digital learning. In this case, he focused only on games. Yes, when the world pays attention more online poker, Prensky tries to beat it for learning purposes.
Most of his samples are taken in US schools. Despite of his lack of understanding about building games from scratch, Prensky did a good job to set parameter for a great outcome. He never got tired to highlight the “fun” part of his educating game cases.
This book provides general framework of using games in teaching process. In 2000, this concept cannot be accepted immediately. Therefore, he provided generous explanation to bring sense in game. Prensky clearly stated that games could accommodate different learning goals and help educators to give assessments.
Some readers conclude that Prensky’s work pointed at the importance of learning methodologies. It is not the age of teachers; the main star is the students. In order to accommodate them, teachers should be able to engage them in fun yet meaningful activity. It would be even better if the subject is presented as games.
– Grey Areas
Several people look down on Prensky book on digital learning as it was published in 2000. They mentioned that this book is too general and outdated. There were no clear instructions, only general guidance anyone could guess with eyes closed.
Since this book is about digital learning, many readers are adults who do not get to learn by computers. Thus, they are having problems to understand the “fun” part of game. Prensky somehow fails to bridge the gap between these generations. Also, all the samples are taken from US only. What about other parts of the world? How do they use game in their class?
Being a teacher or educator, one should know that the tendency is slowly changing. Previously, students listen to teacher, but now it is the other way around. Those who fail to follow the pace will be outdated soon. Thus, more digital game for learning purpose should be created.