Games in the Classroom

28 Mar

So I’ve been percolating on something about teaching games that has been bothering me for a while, and it’s been difficult to articulate precisely why it bothers me. The issue is this: whenever people talk about games in the classroom, it is almost always assumed that the games must therefore be “educational” in the most cheesy, trite, or bland sort of ways. By implication, this means that the games that enter the classroom cannot be games first and educational tools second; “education” must come first, and thereby – usually speaking – render the game less fun.

I’ve recently purchased and implemented a prime example of such a game: Lucid, a card game designed to teach fallacies. Now it has its uses – I have used it in class to greater effect than I would have been able to use worksheets or quizzes or something more conventional. But it isn’t a game that anyone outside of a classroom would pick up just to play. It’s an educational game.

But it’s also a fluke in my classroom, whether I happen to be teaching my games course or one of my other classes. I teach with games, but I also teach games – games as texts, as works of art worth study in and of themselves. I teach Settlers of Catan, Werewolves, Clue, Pandemic, Portal, and Bioshock. I use them to talk about cooperation, trust, in- and out-group psychology, tragedy of the commons, systems theory, mechanics training, and sociopolitical theory.

I was first introduced to games as education – rather than educational games – with the first Civilization in seventh grade. One of the best teachers I ever had used it to teach us about how societies were founded, expanded, succeeded, and failed. It served as a foundation for a project in which we had to establish a city in the Brazilian rainforest for 5,000 people – plan its economy, entertainment, environment, and infrastructure (and for which we were allowed to use SimCity as a test).

When I talk to people about teaching with games, it is assumed that the games must be meant as teaching tools – not that they could act as teaching tools or even be the focus of critical inquiries. I’d like to see that change. I’d like to see games come into their own as objects of value rather than being dismissed as something we do when we aren’t thinking – like movies or television. In fact, like pop culture in general. All elements of pop culture influence our society in both positive and negative ways, and all of them tell us about ourselves, whether or not we want to listen.

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