Thursday, April 12, 2012
So What?
The use of technology and its developments have grown rapidly in society and continue to grow. Times are changing and so must traditional ways of action, including teaching methods. In the United States, students are no longer engaged in their education, finding class to be a bore. Their source of entertainment is changing as well. No longer are they so much interested in playing outside or reading books as they are in going on the Internet and playing video games. The only way to solve this problem is to get students motivated in learning again and what better way than to use educational video games as a tool. Not only are they engaging but they create an experience like no other medium and so should be considered as a tool for education. There are some disadvantages and challenges to gaming-based learning but so does everything else in this world. Only when people can open up to new possibilities and try them can there ever be any solutions to the problems of today. Gaming is one solution that can ignite the mind’s potential in students today and, when improved upon, can be a powerful learning tool.
Integrating Game-based Learning in School
Another problem is integrating game-based learning into the school’s curriculum. There are many different types of games and many of them are suitable for use. "Prensky has put together a list of five hundred "serious" games that can be used to teach different content. Many of these can be found at http://www.socialimpactgames.com…" (Van Eck). The issue is picking the right game for a lesson. And, when should games be used? Should they be used for practice? Or as an introduction to a subject? Finding a use for them in the lesson is tricky and these questions all depend on teachers. Some other problems are that some video games have inaccurate facts or do not go into depth of a subject. Also, what about the topics that are not covered in the games? "One of the biggest misconceptions among educators is that if a game is missing content or has inaccurate content, it cannot be used responsibly for DGBL. However, educators can use these teachable moments to create cognitive disequilibrium (through instructional strategies and activities) by presenting or designing activities by which students discover information that conflicts with the game and the student's knowledge." (Van Eck p. 10) Teachers must learn where to appropriately use games in their lessons and to be careful of what games they choose.
Reference
Reference
Bourgonjon, J., Valcke, M., Soetaert, R., de Wever, B. Schellens, T. (2010, December 28). Parental acceptance of digital game-based learning. Department of Educational Studies, Ghent University, H. Dunantlaan 2, 9000 Ghent, Belgium.
Griffiths, M. (2002). The educational benefits of videogames. Education and health, vol. 20, No. 3.
Van Eck R. (2006, March/April) Digital Game-Based Learning: It’s not just the digital natives who are restless. Educause review, vol. 41, no. 2.
Trybus, J. (2012). Game-based learning: what it is, why it works and where it’s going. New media institute. Received from http://www.newmedia.org/game-based-learning--what-it-is-why-it-works-and-where-its-going.html
Tyson, J. (1998-2012). How video game systems work. Howstuffworks inc. Received from http://electronics.howstuffworks.com/video-game2.htm
Media's Negative Portrayal
Even though game-based learning can be useful as teaching tools, parents are typically skeptical of their use because of their negative portrayal in the media. The media usually focuses on the harmful effects of playing video games such as video game addiction, obesity, and aggressive behavior. These harmful effects however are only rare cases of children who play video games; for the most part, gaming does not show any lasting harmful effects. "Skoien and Berthelsen (1996) found that the media attention for the potentially harmful effects of playing video games is an important source influencing parental beliefs about games." (Bourgonjon) Teachers usually follow what the parents say, and if parents say they do not like video games, then gaming will likely be not used anymore. Changing parent’s perspective on educational games would be one of the obstacles to overcome in order to promote game-based learning.
Reference
Reference
Bourgonjon, J., Valcke, M., Soetaert, R., de Wever, B. Schellens, T. (2010, December 28). Parental acceptance of digital game-based learning. Department of Educational Studies, Ghent University, H. Dunantlaan 2, 9000 Ghent, Belgium.
Griffiths, M. (2002). The educational benefits of videogames. Education and health, vol. 20, No. 3.
Van Eck R. (2006, March/April) Digital Game-Based Learning: It’s not just the digital natives who are restless. Educause review, vol. 41, no. 2.
Trybus, J. (2012). Game-based learning: what it is, why it works and where it’s going. New media institute. Received from http://www.newmedia.org/game-based-learning--what-it-is-why-it-works-and-where-its-going.html
Tyson, J. (1998-2012). How video game systems work. Howstuffworks inc. Received from http://electronics.howstuffworks.com/video-game2.htm
Benefits of Game-based learning
How can video games be great learning tools? Well, they are "…effective, interactive experiences that motivate and actively engage us in the learning process." (Trybus) An example would be how they use information. Usually, in a traditional classroom, some of the students’ 3
learning has to do with examples that they cannot apply to their lives, such as geometry. On the other hand, games "… takes place within a meaningful (to the game) environment…learning is not only relevant but applied and practiced within context." (Van Eck p. 4) Games create a virtual world where they must learn to apply new information in order to get to the next level. Also, they can bridge between the worlds created by the computer and real life and can cause us to "…quickly see and understand the connection between the learning experience and our real-life work." (Trybus) With the growing consensus that kids are bored at school, games can change students’ attitudes and effectively engage them in learning.
The second benefit has to do with the principle of play. Play is a "…Primary socialization and learning mechanism common to all human cultures and many animal species. Lions do not learn to hunt through direct instruction but through modeling and play." (Van Eck p. 4) Children love video games because they are engaging and fun. By mixing education and gaming, children would then have a more positive approach to learning. "Harness the power of well-designed games to achieve specific learning goals, and the result is a workforce of highly motivated learners who avidly engage with and practice applying problem-solving skills." (Trybus) Motivation in learning is a key factor that gaming can evoke from students, which can be done by using the principle of play.
There are still so many things that video games can do. They are great research tools and are very diverse. "Videogames can assist children in setting goals, ensuring goal rehearsal, providing feedback, reinforcement, and maintaining records of behavioral change." (Griffiths p. 47) They can be helpful in many different skills: social, language, basic mathematics, basic reading, and even computer skills such as typing. "Videogames also allow participants to experience novelty, curiosity and challenge. This may stimulate learning." (Griffiths p. 48) Video games have also helped students with special needs. "Videogames have been used in comprehensive programs to help develop social skills in children and adolescents who are severely retarded or who have severe developmental problems like autism." (Griffiths p. 47) There are so much more benefits that game-based learning can inspire. The list goes on and on.
Reference
learning has to do with examples that they cannot apply to their lives, such as geometry. On the other hand, games "… takes place within a meaningful (to the game) environment…learning is not only relevant but applied and practiced within context." (Van Eck p. 4) Games create a virtual world where they must learn to apply new information in order to get to the next level. Also, they can bridge between the worlds created by the computer and real life and can cause us to "…quickly see and understand the connection between the learning experience and our real-life work." (Trybus) With the growing consensus that kids are bored at school, games can change students’ attitudes and effectively engage them in learning.
The second benefit has to do with the principle of play. Play is a "…Primary socialization and learning mechanism common to all human cultures and many animal species. Lions do not learn to hunt through direct instruction but through modeling and play." (Van Eck p. 4) Children love video games because they are engaging and fun. By mixing education and gaming, children would then have a more positive approach to learning. "Harness the power of well-designed games to achieve specific learning goals, and the result is a workforce of highly motivated learners who avidly engage with and practice applying problem-solving skills." (Trybus) Motivation in learning is a key factor that gaming can evoke from students, which can be done by using the principle of play.
There are still so many things that video games can do. They are great research tools and are very diverse. "Videogames can assist children in setting goals, ensuring goal rehearsal, providing feedback, reinforcement, and maintaining records of behavioral change." (Griffiths p. 47) They can be helpful in many different skills: social, language, basic mathematics, basic reading, and even computer skills such as typing. "Videogames also allow participants to experience novelty, curiosity and challenge. This may stimulate learning." (Griffiths p. 48) Video games have also helped students with special needs. "Videogames have been used in comprehensive programs to help develop social skills in children and adolescents who are severely retarded or who have severe developmental problems like autism." (Griffiths p. 47) There are so much more benefits that game-based learning can inspire. The list goes on and on.
Reference
Bourgonjon, J., Valcke, M., Soetaert, R., de Wever, B. Schellens, T. (2010, December 28). Parental acceptance of digital game-based learning. Department of Educational Studies, Ghent University, H. Dunantlaan 2, 9000 Ghent, Belgium.
Griffiths, M. (2002). The educational benefits of videogames. Education and health, vol. 20, No. 3.
Van Eck R. (2006, March/April) Digital Game-Based Learning: It’s not just the digital natives who are restless. Educause review, vol. 41, no. 2.
Trybus, J. (2012). Game-based learning: what it is, why it works and where it’s going. New media institute. Received from http://www.newmedia.org/game-based-learning--what-it-is-why-it-works-and-where-its-going.html
Tyson, J. (1998-2012). How video game systems work. Howstuffworks inc. Received from http://electronics.howstuffworks.com/video-game2.htm
Gaming Today
The 1970s marked the beginning of the popularity of gaming. "The first commercial arcade video game, Computer Space by Nutting Associates, was introduced in 1971." (Tyson). However, the first popular arcade game was called Pong which involved "Mov[ing] your cursor to get the slides to bounce back the moving square -- it will speed up as you progress." (Tyson) Over the years, games became more complex, gaining popularity. Graphics became more sophisticated. Storylines were added. Arcade games evolved into the full-length story games that are popular today (Legend of Zelda). Just as movies and TV were used as mediums for educating, so were video games. Popular kids TV shows such as Arthur were creating educational video games that would appeal to their audience and as well as serve as learning tools. The video game revolution still greatly impacts children and adolescents’ lives today.
Reference
Reference
Bourgonjon, J., Valcke, M., Soetaert, R., de Wever, B. Schellens, T. (2010, December 28). Parental acceptance of digital game-based learning. Department of Educational Studies, Ghent University, H. Dunantlaan 2, 9000 Ghent, Belgium.
Griffiths, M. (2002). The educational benefits of videogames. Education and health, vol. 20, No. 3.
Van Eck R. (2006, March/April) Digital Game-Based Learning: It’s not just the digital natives who are restless. Educause review, vol. 41, no. 2.
Trybus, J. (2012). Game-based learning: what it is, why it works and where it’s going. New media institute. Received from http://www.newmedia.org/game-based-learning--what-it-is-why-it-works-and-where-its-going.html
Tyson, J. (1998-2012). How video game systems work. Howstuffworks inc. Received from http://electronics.howstuffworks.com/video-game2.htm
Introduction
Can games enhance learning? The first reaction might be skeptical because of the known fear that video games are detrimental to children and adolescents’ health and can bring about aggressive behaviors. However, the 21st century is here and the age of computer technology is affecting almost every field. Soon, traditional teaching will have to be modified due to the ever-growing change in modern lives today involving technology such as cell phones, the Internet, videos, and more. Children and adolescents’ lives are especially impacted by information technology, and not only by social networks such as Facebook but also by video games. "In the US, nearly 170 million people played computer and videogames in 2008, spending a record $11.7 billion." (Trybus) The older generations may be skeptical about gaming but no one can deny that it has great potential for education.
Reference
Reference
Bourgonjon, J., Valcke, M., Soetaert, R., de Wever, B. Schellens, T. (2010, December 28). Parental acceptance of digital game-based learning. Department of Educational Studies, Ghent University, H. Dunantlaan 2, 9000 Ghent, Belgium.
Griffiths, M. (2002). The educational benefits of videogames. Education and health, vol. 20, No. 3.
Van Eck R. (2006, March/April) Digital Game-Based Learning: It’s not just the digital natives who are restless. Educause review, vol. 41, no. 2.
Trybus, J. (2012). Game-based learning: what it is, why it works and where it’s going. New media institute. Received from http://www.newmedia.org/game-based-learning--what-it-is-why-it-works-and-where-its-going.html
Tyson, J. (1998-2012). How video game systems work. Howstuffworks inc. Received from http://electronics.howstuffworks.com/video-game2.htm
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