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ISTE keynote: Gaming has huge educational potential

Speaker Jane McGonigal outlined gaming’s engagement-boosting qualities during ISTE 2013’s opening session

ISTE keynote: Gaming has huge educational potential

Opening keynoter Jane McGonigal addressed gaming’s educational potential.

Gaming–educational gaming in particular–has supporters and skeptics. During the ISTE 2013 opening keynote, speaker Jane McGonigal, a gaming researcher and author of Reality is Broken: Why Games Make Us Better and How They Can Change the World, laid out a vision for how gaming can help boost student engagement.

Calling game designers “happiness engineers” and experts in making difficult tasks engaging, McGonigal said that educators and policy makers should leverage game designers’ wisdom as they try to address important challenges in today’s world.

The number of gamers worldwide recently topped 1 billion, McGonigal said, and while skeptics might “think about games as being a waste of time, to avoid being a productive member of society, 1 billion gamers is actually the best news you’ll hear all week—it’s good news for parents and teachers, for learning and education, and good news, most of all, for anyone who wants to help pitch in and solve some of the world’s most epic challenges.”

(Next page: What does gaming do for gamers, exactly?)

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Comments:

  1. tallen487

    June 24, 2013 at 8:00 pm

    Loved your book reality is broken. A must read for all educators

  2. harry674

    July 3, 2013 at 8:07 pm

    The difficult part is taking the game “experience” and translating to learning real-world stuff. Games tend to use lots of time on the “fun” part to engage players and provide them with enjoyable experiences. So, you spend an hour playing to get ten minutes of learning. Some will say that’s better than no learning per hour.

    Learning must engage people and provide reachable goals that people can relate to, just as games do. You don’t have to have game statistics to figure that out, but maybe that’s what it takes to get the attention of those who design courses that don’t engage.