Games are a culture force that can't be ignored. It is rooted in pleasure. p.16
In the classroom we are using old methods and design to motivate students.
A new way to motivate students is by using game points in class to help establish grades.
p. 74
In our regular old way of grading, moving a students grade from a D to a B takes an extremely long time. p.72
Game designers get users to master challenging material that requires practice and persistence.
By lowering the cost of failure, players will continue to take risks p. 33
Designers are modeling the scaffolding learning model. We need to do this as educators. p.33
There is no reliable causal link between playing violent video games and doing violent acts. p. 194
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Games can be fun, educational and therapeutic.
Theraputic games can help with anxiety disorder and depression. p. 178
Video games are a powerful way of changing the brain in a targeted way, whereas drugs can't do that. p. 178
Academic computer games allows for differentiation amongst student learning.
Video games are "activity simulators with a dopamine reward system." p.85
For instance, with math each student can work on their own academic level whether high or low and not be emotional embarrassed. p. 81
For example, video games allows students to get play, practice and analyse repeatedly in an imaginary world. p. 85
When we take risks and make good predictions we get a shot of dopamine. p. 44
Students are spending more time and interest in video games and media than in school. p. 106
As educators we need to tap into allowing students to take low risks.
Take advantage of this cultural force of gaming and use the techniques and ideas to create excitement and accelerated grade changing.
Game designers have taped into how we learn, practice, practice and persistence until one achieves the task.