Digital Play

By kylemawer 　http://www.digitalplay.info/blog/2011/01/28/gaming-and-bullying/

Level: Upper Intermediate +

Language: Modals of probability

Skills Focus: Speaking

Location: Connected classroom

Game: Dixie the Nerd

I used this game as a platform to discuss issues connected with bullying at school

Preparation

First I printed off a single copy of the Dixie the Nerd walkthrough for me to use.  I also played the game myself so i could assess the appropriacy of some of the images within the game for my class.

Play

1 I wrote the word ‘Bully’ on the board and asked the class for a definition and elicited examples of a bully’s behaviour.  Learners answers ranged from physical to mental cruelty (the latter led to name calling and subsequently the word ‘nerd’ which is part of the title of the computer game.

2 Then in class I dictated three questions:

Who are the people in the room?

What’s going to happen?

How can a bad outcome be avoided?

3 Then my learners sat in groups of four at their tables and watched the game which I had on a screen at the front of the classroom.  In each group there was a secretary (to make notes) and a spokesperson (to report the groups ideas to the class).  In the first class I did this with the other two team members were simply part of the discussion group but in a later class I asked one of them to take the side of the main character (the nerd) and the other to take the side of the other characters in the game (the possible bullies).

4 I then started the game so that it was on the first screen.  I told the groups to look at the game and discuss the three dictation questions.  I monitored and provided help with language items which the secretary was encouraged to make a note of.  After a few minutes the spokesperson then reported what their group had discussed to the class.

5 We then returned to the game where I elicited from my learners what I had to do in the game.  I had the walkthrough so I was able to give them clues on what they should tell me to do.  e.g. in the first screen I asked them what class it was (science), what was on the table (a generator), what was on the chair etc.  They then effectively reproduced the walkthrough I had in my hand orally.

6 We repeated the above steps for the whole game.  It’s a fairly short game (six different puzzles or screen stages) but it is considerably longer once you start to generate a discussion about the elements in the game.

Personal Reflections

Most of the questions were generated by my learners but there’s no reason why you can’t join in and throw in a few pertinent questions of your own.  Below is a list of the six gaming areas and a few questions and issues I introduced for the class:

Science Room – is violence against a bully justified?  Who should be punished and how?  Is there an alternative to punishment?

The Gym – How and why do people belong to groups?  Can groups of people bully? How?  Why?

The Canteen - How do you recognise a bully?  Can a bully be a victim?  How do you recognise a victim?

The School Play - How can you be part of a group?  What should a group do to welcome a new person?  How are groups responsible?

The Locker Room - Does bullying just happen at school and during school time?

The Park - What obstacles and challenges face you outside school?

Post Play

As a post play activity I gave everyone the task of writing a report based on discussion points raised in the class.  First I asked each group to decide on a title for their report.  Then the  secretary of each group had the responsibility of deciding what notes and language items they had noted down would be helpful for writing this report.  They then dictated these items to the rest of their group.  In retrospect it would have been nice to have each group to compare and pool their notes possibly as a pyramid discussion.

Results

Throughout the task Learners were engaged in the topic, the task of discussing some very serious issues and in completing the game itself.  I felt the game drove the speaking activities well and provided both a focus and a common experience to which the class responded very positively to.  I also felt that the level of both content and language produced in my learners’ compositions significantly benefitted and were of a noticeably higher standard.

I hope that if you get a chance to use this game in a similar way that you have an equally positive and rewarding experience.