How Games Prepare Learners to be Leaders
The digital native has been part of the gaming world most of their lives. Can games help prepare them for their future?
From “The Gamer Disposition” by John Seely Brown and Douglas Thomas, I realized that there are multiple characteristics that can also prepare gamers to be leaders in the business and education worlds. The multiplayer online games expect users to be quick, be able to adapt and evolve as games change, and know the rules, tips, and even make the rules as they progress through this new type of social system.
Brown and Thomas share five key attributes as character traits that players bring into their games:
- They are bottom-line oriented. Games have embedded assessments where gamers compare with one another where they rank, their title and points, and they share with each other how they can improve their ranking.
- They understand the power of diversity. Teamwork is the only way a gamer can work in this social system. They need to talk to each other and determine what strengths each member has on their team so they can improve their score.
- They thrive on change. Games are evolving during the game. Gamers have to think on their feet while they make quick decisions and actually have to be in charge of managing change.
- They see learning as fun. The fun they experience is learning how to overcome obstacles, seeking out problems and then letting other gamers know the strategies they used to solve the problems.
- They marinate on the “edge.” Gamers look for alternative strategies and innovative solutions for a better way to solve problems. They are making it up as it happens so they cannot only understand the game, they can reinvent the game.
Consider in the World of Warcraft, a Guild Master has all the fundamentals of a leader. They create a vision with a set of values that attract others; find and recruit players that fit with their vision; they form apprenticeships for new players; they coordinate and manage how the group is governed; and mediates any disputes.
In ongoing conversations about gamers, the question that keeps rising to the top is “are gamers born or made?” Thomas and Brown reframe that question in the context of the challenges emerging for the 21st century workplace. It really doesn’t matter what skills you have to play a particular game; it is how talented you are in attracting the right people to work with you on your quest.
If we take this a step beyond to education and what classrooms look like today, gamers or those with gamer characteristics are lost and their talents are not tapped. This is the same with teachers who think out of the box, who develop an open environment where there are no right or wrong answers and allow creation of questions that encourage more questions. This is happening in pockets within public and private schools with creative and innovative teachers and administrators who are willing to take some risks that demonstrates that this type of learning environment engages students in the learning process and motivates them to want to learn more.
How do we tap teachers’ and students’ talents?
This post is not about using games in the classroom. It is how to identify the characteristics of gamers and transfer those disciplines to the classroom. A teacher can be more like the Guild Master who runs a democratic environment where there is shared leadership and ownership in what is to be learned. Consider that certain games’ characteristics include non-monetary performance incentives, data transparency, temporary leadership roles that give people the chance to practice their leadership skills – make it easier to be an effective leader. [Hemp, 2008]
One implication for real-world organizations and schools: There may be large and untapped reservoirs of leadership talent that you don’t know you have right in your classroom, school, school community, and the global classroom.
So should we think about these characteristics for future teachers and administrators? Will ongoing assessment strategies look like these games so students rank themselves, compare their results with other students, and work collaboratively to help improve the results?
Maybe the same can be true for collaborative professional development. K-12 and Higher Ed is also in a state of flux. Things are going to change. Why? Because of the economy, job loss, changing demographics, and a huge need for thousands of high quality teachers in the next few years. High quality teachers does not mean teaching to the test. Teacher education institutions can be the playground where the faculty and students do the research and development to design these new learning environments. Let’s rethink what is a school. How about a P/K-20 learning work and play center? Maybe consider the school as the learning center for the community open all hours of the day where all stakeholders are involved in the design and implementation of the curriculum.
Brown, J., and Thomas, D. The Gamer Disposition. Harvard Business Review. Feb. 14, 2008. Online. Available. March 9, 2008.
Hemp, P. Does your Leadership Strategy include the World of Warcraft? Harvard Business Review. Feb.19, 2008. Online. Available. March 10, 2008.
This post was first posted on Rethinking Learning March, 2008 and even more relevant today.