Recognizing Differences

Several recent studies and reports are continuing to confirm the educational value of digital gaming and digital interactivity. Professors James Gee and Marc Prensky have been discussing this for some time — touting the strengths of these activities to support learning and literacy. In a recent article from Education Week, Gee and Levine (2008) describe the value of these tools as they note,

“Digital media offer other advantages. They naturally elicit problem-solving behavior and attitudes in students, and have the potential to create different modes of assessment. For example, students can demonstrate mastery by using them in work on real-world problems. They can also be used to track how learners learn, moment by moment, allowing constant feedback based on our knowledge of various trajectories of learning.” (2008, p.2)

A recent study reported by the Pew Internet & American Life Project substantiates the high percentage of teens who are using video gaming and the value of this technology in supporting student learning. View the CBS news report on this important research. These types of discussions continue to support the value digital media can play in the learning process. As with principle #3 of universal design for learning, these types of learning opportunties can encourage learner engagement and offer the range of choice and opportunity that can instill.