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
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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