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GAMING IN TECHNOLOGY EDUCATION.
Introduction
The authors have devoted a considerable amount of time evaluating the role that gaming and game development plays in the form of curricula integration and as a future career focus for students interested in this field. From the research conducted through the completed National Science Foundation (NSF) project, VisTE: Visualization in Technology Education Project (NSF#ESI-0137811), gaming came to the forefront as a way to gain student interest in topics related to STEM. The VisTE project’s major tasks were to develop supplemental materials that promote Standards for Technological Literacy: Content for the Study of Technology (STL) (ITEA, 2000/2002/2007), produced by the International Technology Education Association. Throughout the VisTE project, gaming was recommended by participants as a potential method to integrate visual and technological literacy, as well as keep students interested in the subject matter being studied. Figure 1 shows how the authors of this paper and the researchers for VisTE see gaming as a catalyst for STEM integration. [FIGURE 1 OMITTED] Gaming concepts can be taught considering the VisTE model for problem solving and the creation of visualizations. In this model, students decide if the conveyed information is to be either data- or concept-driven.
Data modeling consists of taking information and presenting it in the form of charts and graphics that best explain large data sets and allow students to explore alternative ways to represent data. Data-driven models can be two-dimensional or three-dimensional according to the number of independent and dependent variables. Concept-driven modeling, the one most associated with game art and design, allows students to design and integrate two-dimensional, three-dimensional, static, or animated graphics. The main focus of this type of visualization is to enable students to view a process or procedure and have the same level of understanding or learning value. Figure 2 shows the visualization-based problem-solving model used for VisTE materials. From the research conducted through previous projects, many elements of gaming came through the visual creations and design processes that exist currently in gaming areas. During the later stages of the VisTE project, researchers started to focus attention on how gaming can improve visual literacy and technological literacy. Also, the researchers examined ways gaming could be used to enhance student learning of technology, specifically in the area of integrated curricula.
Science, Technology, Engineering, and Mathematics (STEM) became the focal point for seeing how gaming can be taught as a catalyst for integration, including provision of activities to promote this integration and maintain student interest. What About Gaming in Career Technical Education? “As we move further into the twenty-first century, it becomes evident that the future of industry, education, and entertainment is one in which games and simulations play an increasingly important role in our society.” (Anonymous) As of 2006, United States’ sales of software, hardware, and accessories were up 19 percent to over $12.5 billion. People started to spend as much on gaming and accessories for gaming as they do on movies. Considering the effect that art and entertainment media has on American culture, this was a “wake up” call for many in entertainment fields to take gaming seriously as an economic indicator. Careers in this industry have grown at alarming rates since the 1990s. With the average salary for entry-level programmers and gaming artists at $52,000, the overall average programmer and gaming artist salary at $82,000, and the gaming industry having a significant economic impact in its immediate surrounding area, it was felt by the researchers that it was time to bring gaming into Career and Technical Education (CTE) as a provider for future employees for this growing industry.
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