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5.7.4 The value of game play

The proverb "Work without play makes John a dull boy" just got a new meaning for me after this lesson. I think it should be rephrased to say something like: "Work is best with play to make John make the most out of his potential." This is because it is now clearer that learning through play is the solution for our generation which seems to have a very short attention span for things which are not "fun". Teachers are now coming with methods of not only integrating game play in learning but also of bringing about learning through game play. This is because game play:  Increases a child’s memory capacity by multitasking, boosts computer & simulation fluency in a technology filled world, helps with fast strategic thinking & problem-solving since learners are faced with a diverse number of tasks, is beneficial specifically for children with attention disorders, causes overall skill building, to mention but a few. these benefits address curriculum demands in a manner which does not compromise on standards the curricula call for.
Today's 21st century world demands for abilities which games also go a long way instilling. Games have prompted critical thinking, innovation, adaptability, responsibility, leadership, creativity, knowledge of media interpretation, social skills etc. In a simple game like mindcraft - which has now been adapted as a conventional tool in different schools to bring about learning, learners have to work, many at times, with their colleagues to complete the stages in the game. In so doing, they general come to the full knowledge of how accountable they should be to the rest of the group and how their contribution, however small, adds significantly to realising the overall objective of the team and of the game. Games call for learners to interpret basic signs like: a door meaning a gate way to another 'world' or portal to another dimension - which ideally adds to their ability to interpret media.
This being said, it is important to (without giving it further thought - since it is now obvious) straight away add games to the list of knowledge building activities. It is important to maintain the good practice of making learning student centred by allowing learners to create their own games but, where it may assume a proper stance, engage them in other created games.
I teach science and I must say that science is not very popular in this part of the Africa; largely because it is taken to be abstract, for the "talented" and taught by "nerds". Atoms, matter, gases, chemical formulae, reactions, digestion, and the like; do not seem to be very welcomed. Game play can help conceptualise and concretise these phenomena; where learners are given opportunity to simulate science processes in a kind of game like environment. A game like this (follow the link and prompts) could go a long way in doing the needful.


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