The first time I ever picked up a remote was during kindergarten and since then gaming has been a part of me. Even though it felt like gaming lead to improvement both virtually and in reality, I could not quite showcase the positives I had gained from it. This was due to the negative attitude of past generations and concepts such as ‘gaming is designed to waste time’, forming a negative connotation towards virtual games. This was until I watched the Ted talk “Gaming can make a better world” presented by Jane McGonigal (2013, February), proposing the question of, "What exactly are gamers getting so good at"?
During her speech, McGonigal (2013, February) classifies gamers as virtuous individuals and categorises their virtues into 4 aspects. Firstly, she defines ‘urgent optimism’ as, “the desire to act immediately to tackle an obstacle, combined with the belief that we have a reasonable hope of success” (2013, February). Secondly, she identifies that through gaming, levels of trust between competitors are positively reinforced forming the ‘social fabric’. Thirdly, gamers ‘work hard all the time, if they're given the right work’, meaning the sense of time optimisation forms ‘blissful productivity’. Finally, she defines the inspiration within the virtual world that motivates millions of individuals to play a variety of games as ‘epic meaning’. Overall, she concludes that the ‘four superpowers’ form a ‘super-empowered hopeful individual’ and concludes that through games real world problems could be successfully settled.
Now that the importance of gaming and its positivity on self-improvement is highlighted, how can this be applied to a classroom setting? The reality is that children at schools are exposed to limitations to their potentials rather than support for their capabilities. Instead of empowerment children receive excessive judgement and are forced to better themselves. Curriculums are formed on passive learning methods which promote singularity and demotes social improvement. Disadvantaged kids are left disadvantaged and prosperity becomes extremely difficult leaving a scarce number of successful individuals. Through the implementation of the effects of games on individuals’ curriculums could be formed to tailor student needs. Through collaboration/cooperation children would be influenced to form positive mindsets and become super-empowered hopeful individuals, collectively attaining success.
Just like all things in existence, gaming also has its limitations. In many cases, video games are so enjoyable that people favour upgrading virtually rather than improving their reality. Additionally, most gaming manufacturers exist to produce profit, meaning they are specifically formulated to glue the player into constantly playing the game. To enjoy gaming to the fullest gamers should priorities their lives first. By creating a healthy balance individuals progress both virtually and in reality, attaining prosperity with the immense benefits gained through gaming.
Overall, instead of disregarding gaming it is time we remove the negativity it attracts and put it to use for our benefit. Making use of the ‘superpowers’ via ‘producing blissful productivity, the ability to weave a tight social fabric, this feeling of urgent optimism and the desire for epic meaning’ (McGonigal, J. 2010, February). Successfully paving a bright and optimistic outlook for our future generations.
-Zaid Bayraktar
References
McGonigal, J. (2010, February). Jane McGonigal: Gaming can make a better world [Video file]. Retrieved from: https://www.ted.com/talks/jane_mcgonigal_gaming_can_make_a_better_world/transcript?language=en#t-3502