Monthly Archives: April 2013

“There’s no achievement gap in videogames” – Quentin Lawson

I don’t want to learn how to play most videogames. By videogames I am thinking involved console games like Call of Duty, or MLB the Show. As a 50-something, that may not be surprising as I’m past the “shoot-em-up” or “race-car” ages (well maybe not real race cars). But truthfully, I would enjoy being able to give my my teenage sons a decent playing partner. The thing is, I know there would be a long and challenging learning curve. Because the learning is discovery/exploratory. And it’s not trivial or short, there is a lot to pick up. For me, it would be both mentally challenging and take significant amounts of time. And I already feel I have enough mental challenge-per-week to sink a battleship. I’m not looking for more. And I can’t afford to have significantly more time, or energy, sucked out of my days.

My point is: learning a console videogame like these is not easy, it takes focus, it takes effort, it takes mental agility, it takes perseverance, it takes time. Sorta like learning anything complex.

And here’s the point of this blog post: it would be ludicrous for anyone to propose that there’s an achievement gap for children to learn videogames. It would also be ludicrous to say that there is an engagement issue – at least for males with the games I mentioned. And it would be beyond incredible to say that kids have a lack of perseverance at solving the game’s problem scenarios.

I attribute this observation to Quentin Lawson, Executive Director of NABSE, the National Alliance of Black School Educators. I was demo’ing for him how all math concepts could be introduced a visual puzzles on a computer, which could be interacted with and animated to understand how to, for example, add fractions. He saw how this was like a videogame and, with young Black male students in mind, noted in an offhand way that “there’s no achievement gap in videogames,” so this could level the playing field. I have been quoting Quentin ever since.

Because how could anyone imagine that success for any child in learning any videogame could depend on:

  • their parents’ education level
  • their parents’ wealth
  • their neighborhood
  • the quality of their friends
  • how much their parents could “tutor” them on the game
  • their own success in school so far
  • the language they speak at home
  • or any other “subgroup” factor

It would be ludicrous; at the least I can’t imagine any such attributes being used by anyone as excuses why children couldn’t win at the game.

So, if productively engaging with challenging core content, like algebra, in a deep and mathematically rigorous way, that requires learner interaction and experiential learning, that starts easy and is gradually scaffolded, that develops problem-solving, perseverance, and confidence in ability to “win”, can be made into a videogame-like experience, then teachers can build-upon, cement and interconnect that mode of learning into deeper understanding and skills, without concern for any digital content achievement gap.

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