What is a Game? Game-Based Learning option B

In the excerpt from Jane McGonigal's book Reality is Broken, the author defines the four principle elements of a game and begins to build an argument around these elements for how the purpose of games could and should be transformative in all aspects of life. The four elements that make up the fundamental basis of all games are goals, rules, feedback system, and voluntary participation. McGonigal expands on these elements and defines how they work within a game. Goals are simply outcomes that players are hoping to achieve. Rules are the defined limitations that are placed on the game in order to make goals more difficult to accomplish. Feedback systems help players see how close they are to accomplishing their goals. Voluntary participation is the idea that players agree with the first three criteria of the game and willingly proceed based on the understanding of this unspoken agreement. As McGonigal points out, it is interesting to consider the list of terms that are not included in the definition of a game; interactivity, graphics, narrative, rewards, competition, virtual environment, and winning. She defines these terms as the things that, "merely reinforce and enhance these four core elements. Along with this definition of games, McGonigal introduces Bernard Suits' definition of game is included as a segue to her next section. Suits writes, "Playing a game is a voluntary attempt to overcome unnecessary obstacles."

McGonigal then makes the claim that, "compared with games, reality is too easy. Games challenge us with voluntary obstacles and help us put our personal strengths to better use." The idea of a challenge is put into context with the psychological definition of depression. People who are suffering from depression encounter two primary issues. First, they feel pessimistic sense of inadequacy. Secondly, they are despondent to the idea of activity. For McGonigal, games become a means to focus our energy on a task and fulfills our need for hard work. She writes, "in other words, gameplay is the direct emotional opposite of depression." McGonigal is arguing that games represent and fulfill an important aspect of human desire. That desire is for hard work and a challenge. She also discusses the fiero or pride that we feel when we have accomplished a goal or overcome a difficult obstacle. This excerpt from her book underlies a great deal of information in a small amount of space for why there is such a large and growing gaming culture. How that translates to life and to the classroom is left for further examination.

The idea that hard work is a foundational attribute for a healthy psychological disposition may seem slightly counter-intuitive for teachers. The cause of this misconception might lay in the idea of the zone of proximal development. This idea was developed by Lev Vygotsky in the early 20th century. How this affects students in the classroom is dictated by the educator. It is the onus of the teacher to differentiate instruction in order to push a class forward in their educational journey without leaving anyone behind or allowing other students to stagnate who are ready to move forward. There must be a challenge that is appropriately set forth by the teacher which considers the prior knowledge of each student. Students need to be challenged without feeling incapable of achieving objectives. Going hand in hand with this instructional aim is the idea of relevancy. Students need to agree that the outcome of the educational endeavor is worthwhile and meaningful. Much like the principle of gaming, students must be voluntary participants. Again, it is up to the teacher to set out the goals, rules, and feedback system for the classroom. But they must make it relevant to the student in order to have them engage in the activities and challenge themselves in order to happily participate in their own education.