My research is beginning to suggest that many young people are living in an augmented reality whereby their experience of computer games mar their mind and associations with actual reality!! Today when asking pupils what we could learn about in their castles topic, one mentioned the moat (pretty good response) when they were asked what the moat is for, their responses (which in hindsight made me laugh out loud) made me despair. One pupil said
"Isn't that where they put the lava to keep the baddies out?"
while another added,
"Is it that part where the crocodiles live?'
You may read those and think that they are those funny things kids say...and it does still raise a smile on my face. However, these pupils are 15 and 16. And most definitely not joking. Yes, they have complex special needs, but still. Some pupils imaginations are limited to what they have simply seen in their life, on TV, a game or in reality. This can in some cases be of benefit, however in most cases what they haven't been taught is filled in with stuff that's totally crackers, like the above!! And this stuff will stay with them into adulthood.
It's a sad indictment of society today, that many children's primary interest is computer games. It provides us with a challenge amongst many others. For those with special needs in particular, the importance of teaching which defines actual reality and about the world around us is profoundly important.
I only ever use game based learning which either represents reality (such as budgeting and money or simulations) or which allows children to build (programme) a game and therefore get to grips with the idea of things being 'made up' (Kodu game lab)
I have to say, I would rather kids thought that the world was made up of little jumping dinosaurs and lovely red mushrooms than of people who run round the forest with guns shooting people!
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