Videogames: de schoolboeken van de toekomst?

Rani

De Vadder

“Hoeveel keer ben je de slaapkamer van je kind wel niet binnengekomen om dat bekende deuntje van hun Game Boy of Nintendo vanonder de dekens te horen uitkomen? Of hoe vaak heb jij je spelconsole wel niet razendsnel onder je kussen verstopt, ervan overtuigd dat je ouders geen idee hadden van je stiekeme vertier? Wat nou als die videogames zich ondertussen van de slaapkamer naar de schoolbanken hebben verplaatst?”

Of het nu gaat over je nichtje van acht jaar dat gretig op haar iPad ramt of je oma van tachtig die sakkert dat de jeugd aan hun schermen zit vastgekluisterd, allemaal weten we wat een videogame is. We spreken nu niet alleen meer van entertainment games, maar ook van educatieve games die ons wat kunnen bijleren. Hoe mooi of afschrikwekkend dat ook klinkt, de vraag blijft of iedereen ze wel kan gebruiken. Organisaties zoals de Wereldgezondheidsorganisatie (WHO) zetten videogames nu gretig in voor educatieve doeleinden, al wordt een belangrijk aspect nog vaak over het hoofd gezien. Onderwijs genieten is immers een universeel recht, maar dan moet de inhoud van de gebruikte materialen – zoals videogames – wel voor iedereen toegankelijk zijn.

Schoolboeken, wat zijn dat?

Het gebruik van audiovisuele materialen – denk aan video’s – is in de 21ste eeuw sterk toegenomen. Niet alleen thuis als louter tijdverdrijf, maar ook in het onderwijs hebben digitale games hun intrede gedaan. Hierbij worden videospellen ingezet om de gebruikers iets bij te leren, dit door een motiverende en engagerende belevenis te creëren. Deze educatieve videogames kunnen leerlingen een waaier aan vaardigheden bijbrengen. Zo wijst onderzoek op verbeterd geheugen, kritisch denken, het herkennen van problemen en het vinden van oplossingen. Wat het ‘statische’ uit leren haalt, is de verhalende troef van videogames. Een voorbeeld: als het gaat over gezondheidszorg brengen virtuele patiënten leerlingen dichter bij de materie. Deze patiënten hebben dan een naam, leeftijd, nationaliteit en specifieke uiterlijke kenmerken. Zo kunnen gebruikers ze zich echt voorstellen. Leerlingen moeten de patiënten dan onderzoeken en onder andere een behandeling uitwerken.

“Wat het ‘statische’ uit leren haalt, is de verhalende troef van videogames.”

Virtuele virussen

Een praktisch voorbeeld van zo’n educatieve game rond gezondheidszorg is het spel Immune Patrol, dat zich momenteel in een testfase bevindt. Immune Patrol heeft als doel om kinderen van tien tot twaalf jaar te informeren over ziektes, vaccinaties en het immuunsysteem. Interessant: de videogame werd ontwikkeld met de covidpandemie in het achterhoofd. Toen was het immers een hele uitdaging om kinderen van verschillende leeftijden uit te leggen wat covid inhield, om nog maar te zwijgen over een pandemie in het algemeen. In Immune Patrol krijgen kinderen die informatie op een behapbare manier voorgeschoteld. Eerst kijken ze een geanimeerde video op YouTube, gevolgd door een takenbeschrijving. Daarna beginnen ze aan een schriftelijke opdracht, waarbij ze een encyclopedie in de game kunnen raadplegen en de video op elk moment opnieuw kunnen bekijken. Als ze deze informatie hebben verwerkt, sluit Immune Patrol het hoofdstuk af via een interactief spel dat al spelenderwijs aantoont of de leerlingen alles hebben begrepen.

Geen magische ridders, wel leergierige rekruten

Om de belevenis te vergroten, worden gebruikers toegelaten tot de Immune Patrol Academy. De animatiefiguur Luitenant Juliette ligt alles uit, van de zogenaamde eerst schooldag tot de belangrijke opdrachten. Wat het spel extra meeslepend maakt, is de mogelijkheid om een eigen avatar te maken. Leerlingen kunnen de kleur van haar, ogen, huid en kleren aanpassen tot ze een personage hebben gemaakt waar ze zich goed bij voelen. Deze avatar moeten ze doorheen het spel beschermen door diagnoses te stellen, onderzoek te doen, vaccinaties te maken en meer. Ze hebben dus een doel, een plicht tegenover hun personage.

“Toegankelijkheid betekent dat iedereen een product moet kunnen gebruiken.”

Zo vlekkeloos is het allemaal niet

Hoe mooi dit alles ook klinkt, een belangrijk aspect van deze trend wordt vaak over het hoofd gezien. Als iedereen recht heeft op onderwijs, moeten ook nieuwe materialen aangepast worden zodat we ze allemaal kunnen gebruiken. Hoewel er bij entertainment games al meer bewustzijn is rond toegankelijkheid, ligt dat bij educatieve games toch nog wat anders. Toegankelijkheid – en met name mediatoegankelijkheid – betekent dat iedereen een product moet kunnen gebruiken, los van enige belemmerende factoren. In het geval van videogames moeten ze zo kunnen worden aangepast dat de verschillende kanalen die ze aanwenden geen hindernis vormen. Dit zijn het visueel kanaal via een scherm, het auraal kanaal via geluid en eventueel het tactiele kanaal via toetsen of joysticks. Veelvoorkomende barrières die het moeilijk maken om die kanalen te kunnen beleven, zijn zintuigelijk, denk aan visuele-, aurale- of mobiliteitsbeperkingen. Maar het kan ook gaan over talige hindernissen, zoals anderstaligheid.

Immune Patrol: toegankelijkheid met obstakels

In de thesis The challenges of making educational video games accessible: a case study on the educational video game Immune Patrol wordt de toegankelijkheid van Immune Patrol onder de loop genomen. Dit biedt een praktisch voorbeeld. Zo toonde het onderzoek aan dat de game nog geen oplossingen heeft voor bestaande barrières. De belangrijkste voorbeelden: het spel mist kleurenblindinstellingen en ondertitels voor video’s. Ook tekstgrootte en toetsen kunnen niet worden aangepast. Bovendien wordt audiobeschrijving (AD) steeds meer gebruikt om visuele hinderissen te overwinnen. AD is echter niet aanwezig voor de video’s of het spel zelf, hoewel het zowel mensen met visuele beperkingen alsook ziende personen kan helpen, omdat AD de blik naar belangrijke elementen leidt. Verder grijpt het spel de kans niet aan om alle kanalen op ieder moment te gebruiken. Zo worden de opdrachten enkel visueel uitgelegd, via geschreven tekst, terwijl luitenant Juliette deze tegelijk luidop zou kunnen voorlezen. Er is dus nog werk aan de winkel, al zijn deze aanpassingen zeker niet onoverkomelijk.

Kortom, of je nu huivert of lacht wanneer je te horen krijgt dat videogames onze scholen langzaam zijn binnengedrongen, nog niet iedereen kan ze op ieder moment en in elke context gebruiken. Toch zullen spelconsoles misschien niet langer alleen onder dekens teruggevonden worden, maar vanaf heden ook onder de schoolbanken.

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