Technology is at our fingertips daily and is giving us instant access to information, games and experiences that are influencing and changing how we learn, interact, and connect with our world. This technology has grown into many forms for many uses. One form of technology that has more recently become a front topic of discussion integrates fantasy within the real world through augmented reality (AR), thus inventing a new evolution to our interactions with technology. In the article from Miguel Sicart, Reality has always been augmented: Play and the promises of Pokémon GO, “this computational interface is a technological companion to the game structure: the game creates the alternate reality, the AR system and geolocation technologies allow us to play in it.” Thus, the game creates an environment where the player is still able to visually see what in reality is around them, but then adds a layer of fantasy, characters, and gaming fun into their view. This is usually done through the use of a smartphone or tablet. With the popularity that has spread with Pokémon Go, we can begin look at what is happening with gaming and applications such as Pokémon Go as an example of this augmented AR technology and some of the principles of learning that is occurring through it.
As discussed in the article by Vivian Vasquez and Karen Smith, What Pokemon Can Teach Us about Learning and Literacy, Pokémon is a form of “popular culture.” It is known from its historical anime cartoons, playing cards, and now the game app. I have never been into Pokémon, but I can remember the tv series that was a hit for many only a few years younger than myself. These are the people that I was finding heavily invested into Pokémon Go when it first came out. Although the hype has seemingly phased out of the mainstream, I know these players are still active in the game.
So, what can this type of technology do for learning? Drawing upon interests that are already engaging for children and others, has in result, created a popular interest form of play, that takes users outside of the home. In addition, according to Vasquez and Smith, it has also introduced a variety of literacy skills and strategies that require users to read, write, and draw in order to negotiate and construct meaning through their game play. In Daniel Williamson’s article, Five Things Education Technology Could Learn from Pokémon Go he also discusses some potential key principles that can be taken from the context of the game and into learning. While I do think all five of his ideas are well supported, three of them stuck out for me. These include the factors of engaging players at their optimal level of difficulty, implementing the growth mindset that encourages users to improve their performance, and the use of the technology to create community in real life (IRL). These three points are areas where I think traditional education tends to struggle because of the enforced structures, expectations, and disconnect between the classroom and what occurs outside “in the real world.” Children today are often bored or intimidated by traditional structures of learning. As Daniel states “augmented reality is cool.” What Pokémon Go then does, is give users a chance to play the game at a level that is not overwhelming, keeps them engaged by introducing new features with each level of difficulty, and builds upon the ideas of community from those that share the same interests and find themselves excited to share their experiences while learning with others. These all are great concepts to leverage for learning, especially in today’s tech-based society, where education and learning is being redefined through technology. Thinking about this in the context of developing something that could enhance learning in a formal setting becomes more complex in my perspective, but is seemingly interesting.
Although I am not sure the game itself provides enough relevance for use in the classroom, I do think the game points to the potential that is there when you mix popular culture, gaming, and learning with the power of technology. Children today do not want to sit in chairs all day. They want to get up and move, interact, and are often more engaged when they play a more active role in their learning experience. Maybe this form of learning could be useful and engaging in specific subjects such as science, or even language. Science and fantasy often blend well. I think one challenge then becomes developing tools that can align to an education program while still integrating bits of fantasy that make it fun and engaging. I think the other challenge is integrating something that allows each learner to progress at their own pace. The traditional measurements of success in the formal learning environment hold specific expectations, and learners are expected to progress even when they have not fully comprehended a concept. How can we change this?
I cannot say I know exactly how this can be done or what this looks like in a formal educational setting, but I do think that we can find opportunities through games such as Pokémon Go to become examples of great potential with the future of technology and learning, and how learning occurs. Through exemplification of augmented reality, such as Pokémon Go, we can find principles of learning that can be leveraged across different settings. Whether it is in the educational setting or in my case the corporate setting, continuous learning is necessary. Implementing learning programs or environments that support individual levels of knowledge difficulty, and that encourage performance improvement, promote various literacy skills, and that can be supported through community engagement, can help reinforce the growth mindset that is important today.