Bernard Bull comes up with an observation that is similar an observation Beata Staszynska and I had while testing out our Augmented Reality game: “Game-based learning can foster creativity, problem solving and collaboration, but it seems to me that is can also cultivate compliance and conformity.”
Our observation was: “The tone of the teacher determines the outcome of the lesson and the game. If the tone is moralistic youngsters will enter a political correct mode and behave as usual in class: as dull, unresponsive, affirmative individuals, interrupting from time to time and from time to time involved in side-projects. If the tone is open, it will take some time for youngsters to snap out of their submissive mode and they start opening up.”
Whereas our solution to this initially was to train teachers to become more like teachers 3.0 (in Dynamic Identity, the 2012 Polish and 2012-2015 European edition), we then decided to involve youngsters in the game creation (in Dynamic Identity, the 2013 edition).
Bull’s solution is similar: “I see promise in designing learning environments where learners (and their co-learners called teachers) don’t just play games. Instead, they have the opportunity to design games, deconstruct games, mashup games, rebuild and hack games, as well as create entire ecosystems of creativity, cooperation and collaboration around one or more games. Of course, they play them as well, but they don’t stay in the role of player.”