MORE ON DGBL Marc Prensky, an instructional game designer and founder of games2train, argues that computer games are more effective learning tools because they sustain interest and attention in settings where people are normally bored." Marc Prensky.com Digital Game-Based Learning (DGBL) consists of two parts. In the first part, Prensky argues that the prevalence of video games has actually rewired our brains and made traditional learning methods less effective. In the second part, Prensky makes the case that DGBL can be used successfully by corporations to train people and offers practical advice (based on vast experience) about how to deploy game-based training methods. Throughout the book, Prensky examines aesthetic, cognitive and pedagogical questions surrounding such games and provides dozens of case studies to illustrate his points.
Prensky argues that current learning methods for young learners fail to engage learners used to interactive media. Learners now expect interactivity. Prensky writes:
Games Generation workers rarely even think of reading a manual. They'll just play with the software, hitting every key if necessary, until they figure it out. If they can't, they assume the problem is with the software, not with them—software is supposed to teach you how to use it. This attitude is almost certainly a direct result of growing up with Sega, Sony, Nintendo, and other video games where each level and monster had to be figured out by trial and error, and each trial click could lead to a hidden surprise. Games are almost all designed to teach as you go.
Prensky believes that the instructor-led classroom and the teach-test method are actually historical artifacts no more than 200 or 300 years old. The teach-test instructor-led class and its instructional methods arose partially from the rise of the printing press and the widespread availability of reading material.
Why then does the teach-test method still prevail? One reason may be the generation gap and technology gap between learners and teachers. Even technologically savvy educators have biases towards methods that worked while they were learners themselves. The way we learn is to some extent a byproduct of the cultural and technological milieu we mature in. ...
