Educational technology is essential to help children develop a digital literacy, but there are still questions about the effectiveness of educational technology – particularly when it comes to games and simulations, which have become known for for their entertainment qualities than their persuasive or educational abilities.
Although the games for learning field is still young, scholars can count on several “facts” about games that make them perfect for teaching and learning. This series of blog posts will investigate these game facts.
Previously, we discussed active learning environment of games and flow.
3) Video game avatars do affect the way players interact, in both positive and negative ways. The proper utilization of avatars can reduce barriers like a lack of self-confidence.
Nick Yee calls this the “Proteus effect.” The Proteus effect refers to the idea that “an individual’s behavior conforms to their self-representation independent of how others perceive them.” In one study Yee found that young people with an aesthetically pleasing avatar with more intimate with their peers in the game than those with less attractive avatars. In another one of his studies, those with taller avatars behaved more confidently than those with shorter avatars, matching studies of how taller and shorter people behave in a real-world experiment. Avatars can be harnessed for a more confident, active learning environment in a virtual landscape.
Educational games are designed to teach subjects like science and mathematics, but schools also teach students more abstract concepts, like how to collaborate on projects and how to respect diversity and social boundaries. As with disciplines, some students have an easier time with the social aspects of schools than others. Shy or insecure students, who would improve with the one-on-one guidance and encouragement, are increasingly getting lost in a classroom that demands teachers drill large classes in how to pass a standardized test rather than provide a nurturing environment for growth.
A virtual world can hardly be expected to replace traditional classrooms, but with the use of avatars those students who suffer from low self-esteem or those that don’t feel comfortable being themselves can, however briefly, explore a world with a completely different form. If Yee’s Proteus Effect is real then teachers can use customizable avatars to help introverted students confidently approach problems in a free virtual environment. Games like MinecraftEDU are already exploring the idea of letting kids enter a virtual world with custom avatars, letting the teacher dictate what concepts the students learn in this environment, providing only the tools to create an entertaining interactive experience.
Tracy Carlin is a Communications and Public Policy Intern at SIIA. She is also a first year graduate student at Georgetown University’s Communication, Culture and Technology program where she focuses on intersections in education, video games and gender.