Using computer games in the classroom

A few days ago I read for my online PGCE course Popular culture, textual practice and identity: literacy and the new technologies in the middle years of schooling by C. Beavis (2000), published by Australian Association for Research in Education (AARE).

Nowadays, with the emergence of more and more sophisticated computer games, that involve a variety of literacy skills, from reading on the screen, identifying symbols, viewing and listening to clips, teachers should also consider incorporating in their teaching practice the use of computer games. Research has shown that an intersection exists between “new forms of textual and media culture, literacy and identity.” The article explores the possibilities of developing reading and writing skills through the use of computer games, with examples of students drawing from popular culture in accomplishing such tasks.

I think that the results of the author’s research would have been the same even if the students had been from Thailand. I’m not sure if the games children play in Thailand are the same as the ones played by children in the Western world, but what I know for sure is that the games they play get more and more complicated and popular as times passes by.

One example that I know of is the widely popular game Ragnarok Online, a multiplayer on-line role-paying game. The game is exactly the kind of game the students described in the article played. Ragnarok brings the player onto a “ world where you can become a hero with your own personal character and play together with thousands of new friends” (quote from European official site)

Instead of conclusion

1) What electronic texts could teachers use to practice reading and writing skills and what are the implications?
- The article suggests the use of computer games. The imaginary world of these games can be the start of many writing activities.

2) How can reading and writing be incorporated in a lesson where students are in front of computers playing a game?
- All strategy games require the players to be able to read and decode a range of multimodal texts. By asking the students to write stories about these imaginary worlds, students practice their writing skills in a way that is meaningful to them.

One problem that could occur is that most of these strategy games are now translated into many languages, and I know for sure that the games my Thai students play are mostly in Thai.