Kompiuterinių žaidimų integracija į mokymo(si) procesą mokykloje: naudoti, analizuoti, kurti

LTŠiame straipsnyje siekiama atskleisti skirtingus kompiuterinių žaidimų integracijos būdus ir kylančius iššūkius Lietuvos bendrojo ugdymo mokyklose. Kompiuterinių žaidimų integracijai nagrinėti pasirinktas projektas "Dideli maži ekranai. Medijų raštingumas Lietuvos mokyklose" ir analizuojamos jame dalyvavusių skirtingų dalykų mokytojų patirtys. Atliktas tyrimas parodė, kad šio projekto veiklos kviečia mokytoją ir mokinį pereiti iš kompiuterinių žaidimų vartotojo į kritiko ar kūrėjo poziciją. Vis dėlto, nors kompiuterinių žaidimų integravimas mokymo(si) procese paskatina ne vieną teigiamą rezultatą, šiame procese mokytojai susiduria su ne vienu iššūkiu. Dėl to projektui pasibaigus tolesnės kompiuterinių žaidimų integravimo į bendrojo ugdymo mokyklas taikymo galimybės lieka ribotos. [Iš leidinio]Reikšminiai žodžiai: Kompiuteriniai žaidimai; Medijų raštingumas; Bendrasis ugdymas; Mokytojai; Integracija; Video games; Media literacy; Formal education; School; Teachers; Integration.

ENWith technology advancing every day, play has acquired a new form - video games. The ways in which we can integrate this new medium into the process of education is still in its experimental phase. Since the beginning of the 21st century, researchers around the world, besides emphasizing the importance of video game literacy, have been exploring the potential of video games in enriching the experience of teaching, learning, and widening the usual practices of pedagogy. This article builds upon the findings of Serious Play (2017), a research effort that has provided many important insights of various video game researchers into video game integration in the process of teaching and learning at schools (Gee, Juul, Squire et al.). Even though the popularity and potential of this medium is vast, video games are very rarely included in the process of formal education in Lithuania. That is why the case of the project Big Small Screens. Media Literacy in Schools of Lithuania started by VšĮ Meno avilys in 2016, which, among other audiovisual media, analyzed video games, is very important. This article aims to reveal different ways of integrating video games, and emerging challenges in Lithuanian schools. The integration of computer games is exposed by analyzing the teachers', who participated in the project Big Small Screens. Media Literacy in Schools of Lithuania, experiences of integrating video games in different ways in teaching and learning at school. The methodology of this research - a study of a case (the project Big Small Screens. Media Literacy in Schools of Lithuania). Collected data (interviews with five teachers who chose the video games panel in the project) was analyzed by performing a content analysis.The most common method of video game integration is using them. Usually, teachers start with using video games as illustrations: an exercise for pupils to apply new knowledge or skills they have just acquired. This method is safe, not time-consuming: teachers adopt technologies through traditional practices. However, it requires finding a very special video game that would fit with the curriculum, which often proves to be hard. This way of thinking does not allow teachers to experiment with new approaches to teaching and learning: seeing a video game as "a set of experiences" (Gee, 2008, p. 23) or as a text by itself. That is why the most difficult thing for teachers was implementing the analysis of video games into their lessons. The main reason is that it is still not usual to perceive video games as media, a text or a piece of art. Although, the analysis is closely related to the third method - make-creating. Unambiguously, this method was the most unusual and at the same time difficult for integrating video games at school: extremely time-consuming, challenging to asses and not having so many direct interfaces with the curriculum. Still, while creating video games students felt the greatest satisfaction in learning, as they had more freedom to create and collaborate with other students and had the opportunity to control the process themselves. Finally, the integration of video games in teaching and learning at school is still a new phenomenon, especially if teachers choose not just to use, but also to analyze or make-create video games in their classroom. Its integration requires encountering an old curriculum, traditional pedagogical practices and a negative assessment of computer games. Changing traditional teaching practices is a big challenge, as teachers have to relinquish their roles as all-knowing ones and moderate the learning process by observing it, sometimes not knowing how it will end.The role of educators is crucial, as they select and adjust video games to the educational processes. Despite the fact that video games are extremely suitable for the modern learning paradigm, they are not included as general texts or methods in a formal curriculum. Therefore, the integration of this medium into school practices should depend not only on the efforts of one teacher, but also on the beliefs of the whole school community and the education system itself. [From the publication]