This article massively changed how I perceive play. I have always known that play works better than lecturing, memorizing, and reading alone but I never connected the dots on why this was so. Jenkins’ definition of play has showed me why. His definition of play is, “the capacity to experiment with one’s surroundings as a form of problem-solving” (pg. 22). He goes on to say that most of our favorite activities, hobbies, and games are very challenging. After we finish a certain level of accomplishment within them, we say that it was fun. However, while we are doing a task within our activity it may be difficult, trying, and challenging. This is what brings the “fun”, or as Jenkins calls it, engagement. He goes on to argue that we are learning more from our enjoyed activities and forms of play than we would in a studious activity in which we are not invested. It is the passion and the drive that gets us through the trying aspects of a difficult task so that we are able to accomplish the task, enjoy it immensely, and then doing it repeatedly to receive the same fulfillment, if not more.
Now the question is how do we implement this in our classrooms? Jenkins suggests that we create environments that promote risk taking. Very often, we want to hear facts from the students and by so doing, we do not allow them to think and come up with solutions and answers that differ from us. One activity that he suggests is asking “what would happen if…” questions in history. I would take this further and use these questions in all subjects. By weighing out the endless possibilities and the actions/decisions made, we are able to fully engage our minds and become creators rather than regurgitators. Another suggestion involving media is using videogames that stretch the mind in coming up with strategies, reinforce dedication, and the passion comes because the worlds are interesting, engaging, and exciting. A textbook makes the ancient world seem dull and a certain way that we will never now rather than one that we can imagine and create. This need to be creators and doers can be fulfilled as, “educators tap into play as a skill…encourage(ing) free-form experimentation and open-ended speculation” (pg. 24). We have the technology and media available as endless resources, it is our role to change past traditions and plan more effectively.
Simulation goes hand in hand with play. It is, “the ability to interpret and construct dynamic models of real world processes” (pg. 25). In the story about Colin, this teenage boy learns about social classes during Caesar’s time in a way that goes deeper than a textbook answer. He has personal experience in knowing how it feels to be at the different classes because he received outcomes by being close to the Senate and by not being close to them. The other example of Railroad Tycoons shows us the knowledge one gains from the need to play a game. In order to play the game and succeed in it one must know how to use graphs, charts, spreadsheets, and maps that workers in that field of work know how to use. In our education systems, shouldn’t we provide students the opportunities to learn key skills and knowledge through simulation? Not always is it possible to have students do the actual work their desired profession would do, but if they have a simulation in which they could make mistakes and not put themselves and other in danger or affect the work in a negative way that would disrupt the harmony of the job, it would be perfect.
Jenkins states, “Young people are learning how to work with simulations through their game play, and schools should build on such knowledge to help them become critical readers and effective designers of simulation and modeling tools” (pg. 27). Along with this, I believe the students should have hands on work that is practical after their simulation done with computers and other technology conducive to the project at hand. If this is done then students will not only know how to think in many different ways and thoroughly but they will be able to actively work on their feet. If something goes wrong, they can’t change the situation by a click of the button or starting over. They will need to learn problem-solving and adjustment skills.
In closing, I want to express my only hesitation about these simulations. By having them all on a computer, I feel like the people skills, practical skills, and hands-on techniques may be lacking. If I were to spend so much of my time creating, a play on-line I would know the process of how to do it in real life but I wouldn’t know exactly how to see everything out. The time process and work process is different through a video game than in real life situations. With that being said however, I would much rather have these simulations than what we have now in education. The classes I grasped onto the most were those that allowed me to experiment, engaged my mind, and made me the creator of my projects and work. As we do this, while using the media that surrounds us, our students will be prepared, ready, and willing to step out into the work field.
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