Implications

What implications will these trends have for the way you will instruct over the coming years? What will you need to do to prepare for such trends?

One of the main disadvantages of using games in teaching that my learning partner, Robbi, and I discussed is the seeming informality of the method, especially in post secondary level education. As the article states, “Playing games may also imply having too much “fun” or not enough seriousness in the classroom” (Anderson, Anderson, & Taylor, 2009, p. 2). Depending on the type of game, the method can be viewed as disruptive, and if technology is involved, not all may have limitless access to the needed resources. As the article explains, “issues that educators allocate to the ineffectiveness of game-based learning are: fomenting disruptive behavior or distractions to learning; the game may not have consistent learning objectives…some digital games contain violence; and there is often a lack of clear assessment or evaluation guidelines for grading” (Anderson, Anderson & Taylor, 2009, p. 2). Another disadvantage is that not all ages may be open to this type of learning methods. The younger generation may be on board due to the incorporation of games into learning from an early age, and prefer this type of method, but older students who are used to traditional methods may be more hesitant and less welcoming. Howe & Strauss (2007) have expressed, “Millennials respond positively to the interaction, collaboration, and peer-to-peer generated knowledge that are key aspects of gaming” (as cited in Anderson, Anderson & Taylor, 2009, p. 2).

Robbi and I discussed how we can overcome these barriers in our own field of study. For me, I can see myself facing these types of barriers in the future because a class can be composed of people of different ages, from different generations. When it comes to dental assisting, the main part of the job is hands on training with real patients, which, I believe, can be taught best using traditional teaching methods. Game-based teaching, perhaps, can supplement classes that tackle theories. When placed in a game like setting, for example, Jeopardy, students are allowed to think in a fun setting, which helps them engage and facilitate information to sink in faster. “Game-based learning requires learners to think differently about concepts and ways of knowing than traditional learning has required, and games allow for an active transfer-of-learning opportunity to apply theoretical knowledge to practical experiences and activities” (Anderson, Anderson & Taylor, 2009, pp. 2-3).

During our discussion, Robbi and I agreed that in order for this method to be seen positively by the majority, the type of game has to fit the type of situation and has to be appropriate in regard to the subject being taught. Robbi also shared with me her thoughts on the importance of not just the game being appropriate to the subject, it should also be flexible as well because not everybody learns the same, games should be appropriate to the kind of audience present.

This can help prevent the incorporation of games in a classroom from being seen as disruptive and distracting. The dynamics of the game should be simple to understand so that everyone in class, regardless of age, can engage and participate easily, but at the same time, be challenging enough to still stimulate ideas and knowledge. In regard to lack of access to technology, the games taught, although dependent on the subject matter, should be presented in a way that students can recreate them at home for purposes of self study. Being able to participate in this teaching method both in class and at home can be beneficial to students’ learning.

In order for students to have interest in the games and stay interested, the idea of “fun" is unavoidable and essential. Making sure that incorporating these limitations to the games can help eliminate the negative thoughts that come with playing games in a formal setting. As the article expressed, “Part of the reason for the hesitation to integrate technology into teaching is a lack of understanding about the beneficial uses of games in the classroom” and “Educators could think ‘outside of the box’ about games and their functions. Specifically, this could include conceptualizing domains and rethinking the exposure and content of games to a more intelligently designed practical experience for learners” (Anderson, Anderson & Taylor, 2009, pp. 2-4). The bottom line of teaching, after all, is ensuring that lessons are shared with and received by students in the most effective way possible.

When it comes to the trend of gender and adult education, referring to the article “Re-infusing Adult Education with A Critical Feminist Framework”, an implication would be, as Susan Bracken (2008) has previously expressed, “one of the most difficult aspects of her teaching is naming it as feminist and of having her students engage with the term; she reports that some of her undergraduate students find the term problematic and dated, and associate it exclusively with radical protests” (as cited in English, 2019, p. 99). Although the feminist theories that this article talks about integrating are geared towards progression, equality and improvement, the fact that the word “feminist” is included could cause resistance from others, their opinions are dissimilar.

For example, male students in a class – especially, if the number of male students is far lesser than female students – might feel isolated and resist the feminist viewpoints and, by extension, the lessons shared and discussed. If this happens, the general teaching and learning process would be affected negatively. Because not all may look positively at feminism, it will not be a surprise if teaching techniques and practices infused by feminism values are met with resistance.

In the article, Bracken (2008) also expressed her difficulty, saying “she struggles with whether to call the work feminist and whether to insist with advancing her feminist theory and pedagogy in a higher education context which may for some students seem to be disconnected from oppression, poverty and literacy issues and which may make the political goals of feminism seem foreign” (as cited in English, 2019, p. 99).

Still, feminism isn’t exclusive to women, as men can be feminists, too, like Canadian Prime Minister Justine Trudeau. Integrating feminism principles and values into adult education can lead to more men in the dental profession who, like Trudeau, support the plight of women for real equality in the workplace.

In the years that I have worked in the dental field, I have noticed that majority of dentists practicing are male while females occupy the lower positions like hygienists, receptionists and assistants. This means that, so far, the authority is with men and the big decisions are made by men. While this does not necessarily mean discrimination, it is important that the women who occupy the majority of the lower positions must be aware that their opinion matters just as the men, the dentists, who occupy the top positions, must be aware that the women should be part of the conversation as well.

This is also true in my partner Robbi’s work environment. She spoke to me about her work in the designing tech field where more men occupy her level position. In her case, she spoke about the struggles for equality both with figures of authority and with her other male colleagues. She shared how men cut women off when they speak during meetings – disregarding their opinions blatantly – and how men who are less qualified than her explain technology to her as if they presume that she knows less.

If adult education should be infused with feminist theories, it has to be done so in an appropriate manner, like the use of game-based learning in education. The instructor must be prepared to explain why it is necessary to infuse teaching with feminism, expect questions, and be ready for possible resistance.

Please check out the resources page on my blog for my list of references.