2024剑桥雅思讲义Yes_No_Not_Given.docx

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1、ZQ国田IELTSADVANTAGEShortAnswerPaSSaRe2ThepotentialofvideogamesasapedagogicaltoolBrandonK.AshinoffWhenIwassevenyearsold,myparentsboughtmeandmybrotheraNintendoEntertainmentSystem,whichtheywouldeventuallyrefertoas“TheIdiotBox.Therewasanimplicitassumption(onethatpersistsamongmuchofthegeneralpublictoday)t

2、hatvideogamesweresimplyatoyandnothingofrealsubstancecouldbegainedfromthem.Consideringthiszandtheprevalenceofvideogamesinsociety,numerousquestionshavebeenraisedaboutthelong-termeffectsofregularuse.Whilethemediafocusisgenerallyonpotentialnegativeeffects,thereisalsoevidencetosuggestthattheremaybearange

3、ofpotentialpositiveeffectsofvideogames.Inthisarticle,Iarguethatvideogamescanbeausefulpedagogicaltoolforeducatorsatalllevelsofacademia.Letsconsiderasimpleanecdotalexampleofhowvideogamesmayencouragechildrentolearnlargeamountsofinformation.Pokemonisapopularchildrensgameinwhichtheplayerhastofightandcoll

4、ectvariouscreaturescalledzzPokemon/Eachofthe150possiblePokemonhasaname,atype(likewatertypeorfiretype),aweaknessandastrength(firetypesareweakagainstwatertypes,butstrongagainstgrasstypes),andastageofitsevolution(somePokemoncanturnintonewonesifyouusethemenough).Roughlyspeaking,thisgivesus5distinctpiece

5、sofinformationperPokemonandmultiplyingthisby150gives750distinctunitsofinformation.Nowletsconsideranotherlistofinformationthatisconsideredmoreeducationallyimportant:theperiodictable.Withintheperiodictable,eachelementisdefinedbyasymbol,aname,anatomicnumberandweight,aphaseatroomtemperature,anditsmetalo

6、rgastype.Thatcomesto6distinctunitsofinformationpercell.Multiplyingthisby118,thetotalnumberofelements,gives708distinctunitsofinformationfortheperiodictable.Whatmakesthisinterestingisthattherearealargenumberofyoungchildren(andadultsforthatmatter)whocanrecitefrommemorymuchoftheinformationcontainedinthe

7、listofPokemonzbutitwouldlikelybedifficulttofindthesamenumberofpeoplewhocoulddothatfortheperiodictable.Thepointisthatthemediumofvideogamesappearstohavethepotentialtofacilitatesignificantlearning.AsitturnsOULvideogamesaredesignedtoeffectivelybelearningmachines.Infact,manygamesstartoffwithasimpletutori

8、allevelthatteachestheplayerthebasicmechanicsofthegame.Throughoutthegame,thestrategyandtacticsneededtocompletetasksbecomemorecomplexwhiletheteachingmethodgraduallyswitchesfromanexplicittutorialtoanexperience-basedprocess.Essentially,gamesteachtheplayertheskillsneededtocriticallyevaluateanysituationwi

9、thinthegameanddeterminethebestcourseofaction.Starcraft2(aswellasitspredecessorsStarcraftandStarcraft:BroodWar)iswhatiscalleda”RealTimeStrategy/game.Playersmustobtainvariousresourcesandusethemtopurchasebuildingsandfightingunits.Then,theymustfightanddefeattheirenemy.Toplaythisgamesuccessfully,playersm

10、ustmanagetheirtimeandresourcesmoreefficientlythantheiropponentsaseachbuildingandunithasadifferentcost,purpose,andbuildtime.Additionally,muchlikePokemon,unitshavestrengthsandweaknesses.AplayerhastoconstantlyupdatetheirstrategiesthroughoutthegameQD国IELTSADVANTAGEShortAnswerbasedontheirinteractionswith

11、theotherplayers,requiringsignificantplanningandcriticalthinkingskillsthatarehonedbyplayersovertime.Infact,whileStarcraftbeginnersperformlessthan100actions(ordecisions)perminute,professionalscanperformover400perminute.Despiteevidentin-gamelearning,oneconcernisthatvideogamescanonlybeusedtoteachplayers

12、aboutgame-relatedinformationandnotabouteducationallyrelevantmaterial.However;recentresearchintothefieldofdigitalgame-basedlearningsuggeststhatthisisnotthecase.PsychologistCurtSquireconductedaqualitativecasestudyonasecondaryschoolhistoryclassinwhichhehadstudentsplayanhistoricalsimulationgamecalledCiv

13、ilization3withtheintentionofhavingthestudentslearnabouthistoryfromplayingthegame.Itshouldbenotedthatthisgamewasnotdesignedspecificallyasaneducationalgame.Inthisgame,studentstakecontrolofacivilization(liketheAztecsortheFrench,forexample)andprogressthroughhistorydevelopingtechnology,engaginginsimulate

14、dwarfareanddiplomacy,andmanagingtheeconomiesoftheirempires.Squirereportedthatplayingthisgameforeducationalpurposesseemedtobenefitstudentswhostruggledwithtraditionaleducation,thoughstudentswhotypicallyperformedwellpreferredtraditionalteachingmethods.Anotherwayinwhichvideogamesarelearningmachinesistha

15、ttheyarehighlymotivatingandthereforetheycaninducehigherstudentengagementcomparedtotraditionalteachingmethods.AccordingtothepsychologistKarlaHamIen,“despiteassumptionsthatchildrenplayvideogamestoavoidmentalstimulation,childrenareactuallymotivatedbythechallengeandthinkingrequiredbyvideogames.wSquirere

16、portedthatthestudentsinhisstudyvoluntarily,andwithoutprovocation,spenttimelearningmoreabouthistoryfromthezzcivelopedia,zthatcomeswithCivilization3,whichisakindofencyclopaediawhichprovidesplayerswithhistoricallyaccurateinformationabouttheirchosencivilizationsandotheraspectsofthegame.Adaptedfrom:https:WWW.ncbi.nlm.nih.qov/DmC/articles/PMC4179712/Questions19-23Dothefollowingstatementsagreewiththeclaimsofthewriterinpassage2?Yesifthestatementa