Take an Active Role in Your Education: Play Games

The worst thing about education today is that it is a gift.  Teachers provide and students receive (usually in a lecture format).  Students rarely take an active role in their education and, if they do, it is a small role.  By active role, I don’t necessarily mean “initiative.”  What I mean is, “action.”  Homework, doing a problem in class, or debating in a class discussion are a few examples of what I mean by “active role.”

From my own experience, I have found that I must take a very active role when I am trying to process information.  Merely listening to a lecture is usually not enough.  If it isn’t stylized as a discussion or if there isn’t a problem to be solved, most of the information escapes me before the end of class.  Upon further reflection, it became clear that the best way for me to remember classroom content is to process the information and the best way for me to process  information is to have a reason to.  For example, in discussion based classes, an argument is constantly being formed.  As the teacher talks, I analyze why the teacher’s statements make sense (or don’t) and then prepare an argument for my analysis on the presented topic. By vocalizing out loud, I hear my words and can confirm (and occasionally deny) the sense and completeness of my own sentences.  In classes where there are problems to solve, a similar thing happens, I obtain information from the teacher, attempt to apply it on paper and, as the teacher goes through it, I confirm or deny my thoughts and hypothesis about the information I just received.  However, sometimes when teachers use practice problems in class, they give step by step instructions and I passively copy it down. (I would like to note, however, that traditional lectures are enough to receive an A in the course, and/or write decent papers on the topic.  The problem I am stating is, though I receive information, I am not learning much from it.  I cannot apply it, but I think it would definitely be useful for trivia night).

This may be because I am a lazy student and its my fault for not paying strict enough attention to the material coming out of the teacher’s mouth.  However, I think it has more to do with the fact that I am trying to listen so hard or taking notes so ferociously that I don’t have any time or brain space to understand the information.  In my attempts to gather all of the information presented in class, I accidentally lose it all.

However, by making information processing (which I will define as making sense of ideas through problem solving) a priority and giving information gathering a more passive role, learning will be much more natural.

This problem solving/information processing aspect is what makes games so engagingly addicting compared to school work and lecture.  Any good game is intellectually stimulating and challenging, which is one of the main reasons why it is so fun (to those who call video games brainless, read this article).  In games, there is always a reason to think.  In lecture, the primary goal is to hear and focusing on hearing, which often makes me think more about hearing and how it works, or how incredible it is that humans developed such complex and useful language skills.  Even in the most interesting lectures, I occasionally get distracted.  In games, the level of focus is extreme.

Although I would say that I am more of a gaming enthusiast than others (for me personally, I am including videogames, card games, boardgames and puzzle games), I don’t think my addiction to them is an odd phenomenon.  I think many demonstrate  symptoms for this addiction and those that don’t haven’t exposed themselves to the germ enough.

Try this: MinecraftEDU

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