Video games in education

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This page includes some history of video games being used as an additional or alternative method to traditional education. This page presents why using video games are beneficial to use for educational purposes in the classroom as well as the limitations. This page additionally discusses how learning from video games outside the classroom is possible as well.

Contents

Compared to a classroom model

Video games have been found to be more engaging in a classroom environment; instead of providing information over an extended class period, games provide small amounts of information at relevant stages. Playing video games helps students with metacognition (which describes the ability to think about your own thinking); strong metacognitive skills have been proven to help with developing academic skills and allows students to learn about their strengths and weaknesses as well as increase their academic performance. [1] Video games that are used as objects of study in classroom can enable students to be skilled rhetorical readers by exposing literature and language from different discourse communities and by encouraging students to practice reading the symbolic structure of inherently consumption-based video games. [2] The use of video games in the classroom is a model that has been used for over a decade, regardless of it not being a widespread idea and procedure in every K-12 classroom. [3]

Educational setting

As video games spread in the 1980s, the educational potential of them was researched. Its findings showed that the visual and motor coordination of game players was better than that of non-players. Initial research also indicated the importance of electronic games for children who proved to have difficulty learning basic subjects and skills. [4] It also found that:

One common argument for the use of video games in education is that they enable learning from the simulation while having no danger associated with mistakes. For instance, the Air Force uses piloting simulations in order to teach their pilots how to fly the airplanes. These simulations are meant to prepare the training pilot for real-world flight conditions while at the same time preventing any damage or loss of life in the process. A pilot could crash in the simulation, learn from their mistake and then reset and try again. This process leads to distinct levels of mastery over the simulation and in turn the plane they will also be flying in the future. The military also utilizes games such as the ARMA and Socom franchises in their training. Games like these immerse the gamer into the realm of the game and will attempt to achieve whatever objective is set out for them using their tactical skills. This allows for the military to show their soldiers how to engage certain situations without the risk of injury. [5]

Games of all types have been shown to increase a different array of skills for players. Attempts have been made to show that arcade-style action and platforming games can be used to develop motor co-ordination, manual skills, and reflexes. Many authors have noted the educational potential of games like The Sims (for its social simulation) or the Civilization series (for its historical and strategy elements), concluding that video games as a whole promote intellectual development, and suggest that players can use them to develop knowledge strategies, practice problem-solving, and can improve spatial skills. [6] While specific video games have been used, other study-type games, such as Kahoot, were create specifically to aid students in studying for educational classes. [7]

Using video games in the classroom

Several studies have attempted to answer, "How and to what extent are games used in the classroom?" In one study, fifty-three Swedish ESL teachers were surveyed; the outcome determined was that video games in the classroom were barely utilized. Although the teachers were open to the idea, they did not identify the benefits of applying video games to the curriculum. Video games created excitement, not for learning, but for the games. [8]

While there are people who do not agree with the idea of using video games in the classroom, others are open- minded to the experiment. Video games are an interactive entertainment. They promote intellectual skills that support academic achievement. In supplying students with educational subject matter, they demonstrated further advantage. Making use of video games in the classroom is simply another technique to engage with students. [9]

A study was conducted in a "3 week intervention with game- based learning activities in eight lower secondary classrooms." The study found that video games are a motivation to the students who do not find educational settings interesting. The purpose of the study was to increase engagement and participation of students. Class participation increases retention of the material. Encouragement for student involvement in the classroom is distinctly recommended. [10]

Possible benefits

Some teachers have attempted to use video games within a classroom setting. There is some evidence which shows that for young children, educational video games promote student engagement. [11]

Video games are inherently incentive-based systems with the player being rewarded for solving a problem or completing a mission, while meeting certain criteria. [11] As a result, video games train a systematic way of thinking as well as an understanding for how different variables affect each other. [11] Furthermore, video games can constantly and automatically assess the learner's ability at any given moment due to the software-based nature of the medium; modular education structures tend to deliver assessments in large chunks and present a relatively limited picture of student progress. [11] Multiple research articles have suggested that this mode of learning can be more enjoyable and show positive outcomes on student motivation, finding game was equal or more effective than conventional instruction. [12]

Video games such as Minecraft and Portal have been suggested as platforms for teachers to experiment with their educational abilities. Minecraft is a sandbox game in which the user can create objects using the crafting system, while Portal is a physics game: the player uses the laws of physics, such as gravity and inertia, to advance through the game's series of test chambers. Critical thinking and problem solving are inherent in the latter game's design. Both Minecraft and Portal are adaptable to some learning environments; for instance, Minecraft has been used for young children while Portal has been used by high school physics teachers. Portal 2 has also been used to develop cognitive skills in older undergraduate students, however. [13] A 2017 study found that games including Portal 2, Borderlands 2 , Gone Home and Papers, Please may be used to develop a range of skills in undergraduate students, such as communication, resourcefulness and adaptability. [14]

One study [15] showed that using a video game as part of class discussions, as well as including timely and engaging exercises relating the game to class material, can improve student performance and engagement. Instructors assigned groups of students to play the video game SPORE in a freshman undergraduate biology course on evolution. The group of students that was assigned to play SPORE and complete related exercises, in a total of five sessions throughout the semester, had average class scores about 4% higher than the non-gaming group. The game's inaccuracies helped to stimulate critical thinking in students; one student said it helped her understand "the fine parts of natural selection, artificial selection, survival of the fittest, and genetic diversity because of the errors within the game. It was like a puzzle." However, because the game was accompanied by additional exercises and instructor attention, this study is not overwhelming evidence for the hypothesis that video games in isolation increase student engagement.

Students who have played Europa Barbarorum had knowledge of historical geography beyond the scope taught during the basic ancient history course. They were able to identify the most important stages of civilization development in the case of states of the Hellenistic era and were very knowledgeable about military history and history of art. This knowledge was in large part derived from the comprehensive descriptions included in the game; students also admitted that after playing the game they were much more eager to turn to books dealing with the given historical period. However, Whether or not this intention materialized into more reading of historical periods is not clear. [16]

Another source [17] studied teachers using Civilization III in high school history classrooms, both during and after school. In this study, not all students were in favor of using the game. Many students found it too difficult and tedious. Some students, particularly high-performing students, were concerned about how it could affect their studies; they felt that "Civilization III was insufficient preparation for the 'game' of higher education." However, students who were failing in the traditional school setting often did significantly better in the game-based unit, and the game seemed to get their attention where traditional schooling did not.

According to an article on interactive video games in physical education, many of these types of games are not just animated exercise. Many have different assessments and scores based on performance of skills. Some have heart rate monitors and estimate caloric expenditure. Others are designed with enhancing motor abilities in mind. Abilities such as balance, hand-eye coordination, agility and core strength are a few of the motor skills enhanced. These engaging and interactive games have the ability to teach kids about the some physiological functions of the body. One example is that these games can help show kids how their heart reacts to different activities by using the heart rate monitor within the game. [18]

One study took the game Semideus to see if it could help to improve performance on rational number tasks, the understanding of whole numbers and mathematical thinking in general. The study concluded if kids were introduced to games that have math well integrated into the gameplay then it kids then it will help them with their skills. The study recommended that the teacher be involved in the game based learning to improve its effectiveness in the students learning. [19]

According to journal article, simulation video games makes the player to learn to think critically while gaining knowledge of the environment. The player learns to solve problems through trial and error. Players are able to learn by doing. They learn by experiencing things first-hand and role-playing. These virtual environments enable better learning, collaboration, and enhanced practical reasoning skills. [20]

In some disciplines, games are being specifically designed to enhance learning in challenging concepts, such as anatomy and physiology within a medical degree. [21] [22]

Possible negative effects

One argument for possible negative effects explains how kids are already spending too much time with technology outside the classroom. It explains that over seven and a half hours a day are being used by children eight to eighteen on media outside of school. With the large amount of time technology is being used by children, this argument claims that the time spent on screens may be replacing critical face to face communication may be negatively affecting children's face to face communication skills. To find out if this was true or not an experiment was done where two groups were taken from the same school. One group had many different bonding activities without access to a screen throughout the course of five days. While the second group was allowed to use their screens how they normally do. To test their face to face communication skills both groups took pre and post tests for comparison. The results suggested that those who were went away for the five days did much better in reading facial emotion than the control group. [23]

Barriers to the use of games

Many teachers have reservations about using video games. One study [24] asked teachers who had some experience using games in class why they didn't do it more often. Six general categories of factors were identified as problem areas:

Some teachers were more concerned about some problems than others. Male teachers were less concerned about limited budgets, fixed class hours, and the lack of supporting materials than were female teachers. Inexperienced teachers would be more worried about fixed class schedules and the lack of supporting materials than were experienced teachers.

Learning from video games outside the classroom

Commercial video games in general, referred to as commercial off the shelf (COTS) games, have been suggested as having a potentially important role to assist learning in a range of crucial transferable skills. [11] One example of this would be in first-person shooter games such as the Call of Duty franchise (although these games are violent by nature, and they have been subject to massive negative reception by parents with varying justification). While the Call of Duty franchise itself falls short of actual tactical strategy or realism in depth, there are many games in the same genre (first-person shooters) from which one can learn key skills from the games: they stimulate the player at the cognitive level as they move through the level, mission, or game as a whole. [11] They also teach strategy, as players need to come up with ways to penetrate enemy lines, stealthily avoid the enemy, minimize casualties, and so on. Players can test their usage of these skills using the multiplayer aspect of these games. These games also allow players to enhance their peripheral vision, because they need to watch for movement on the screen and make quick decisions about whether it is a threat, to avoid wasting ammunition or harming allied players.

Other games, such as the Guitar Hero and Rock Band franchises, have been used to provide insight to the basic nature of education in video games. Success at these games requires the player to first fail multiple times – this is the only way to learn the proper actions. [11] These games also provide real-time feedback on how well the player is doing, an area in which traditional educational systems are lacking. [11] The main advantage with video games is that there is nothing to lose from failing, unlike in real life, where failing usually results in negative consequences. [11] [27]

Games similar in nature to Animal Crossing give the opportunity for its players to practice multiple life applicable skills such as time management, materialistic value, investing in payment plans, skill building, and more day to day neighborhood based activities. The value of the cutesy, animated, animal characters who each execute neighborliness in the video game foster a friendship value that primarily focuses on the social practices learned while playing the game. Players may experience an increase in comprehension, evaluation, and deliberate skills that are gained from playing this animated game that sends out messages about cultural, social, or political practices. [28]

A research project involving positive use of video games is outlined in an article that focuses on studies that suggest there are health benefits to playing video games. This article [29] presents information from studies from the University of Utah, Deakin University in Melbourne, Australia, 2009's Annual Review of Cybertherapy and Telemedicine, University of Washington, Visual Development Lab of Ontario's McMaster University, University of Rochester in New York, and North Carolina State University. The researchers from these universities found that video games are therapeutic for children with chronic illnesses, can improve preschoolers' motor skills, reduce stress and depression, provide relief from pain, improve vision, improve decision making skills, and maintain happiness in old age as well. [29]

One study suggests that commercial video games can help players to improve in certain skills such as communication, resourcefulness, and adaptability. In this study undergraduate students were assigned at random to be in either an intervention or a control group. To measure adaptability, resourcefulness and communication, there were self-report instruments given to both groups. [30]

See also

Related Research Articles

Multimedia is a form of communication that combines different content forms such as text, audio, images, animations, or video into a single presentation, in contrast to traditional mass media, such as printed material or audio recordings. Popular examples of multimedia include video podcasts, audio slideshows, animated shows, and movies.

Educational software is a term used for any computer software which is made for an educational purpose. It encompasses different ranges from language learning software to classroom management software to reference software, etc. The purpose of all this software is to make some part of education more effective and efficient.

Educational games are games explicitly designed with educational purposes, or which have incidental or secondary educational value. All types of games may be used in an educational environment, however Educational games are games that are designed to help people learn about certain subjects, expand concepts, reinforce development, understand a historical event or culture, or assist them in learning a skill as they play. Game types include board, card, and video games. As educators, governments, and parents realize the psychological need and benefits that gaming has on learning, this educational tool has become mainstream. Games are interactive play that teach us goals, rules, adaptation, problem solving, interaction, all represented as a story. They satisfy our fundamental need to learn by providing enjoyment, passionate involvement, structure, motivation, ego gratification, adrenaline, creativity, social interaction and emotion in the game itself while the learning takes place.

Situated learning is a theory that explains an individual's acquisition of professional skills and includes research on apprenticeship into how legitimate peripheral participation leads to membership in a community of practice. Situated learning "takes as its focus the relationship between learning and the social situation in which it occurs".

Active learning Educational technique

Active learning is "a method of learning in which students are actively or experientially involved in the learning process and where there are different levels of active learning, depending on student involvement." Bonwell & Eison (1991) states that "students participate [in active learning] when they are doing something besides passively listening." In a report from the Association for the Study of Higher Education (ASHE), authors discuss a variety of methodologies for promoting active learning. They cite literature that indicates students must do more than just listen in order to learn. They must read, write, discuss, and be engaged in solving problems. This process relates to the three learning domains referred to as knowledge, skills and attitudes (KSA). This taxonomy of learning behaviors can be thought of as "the goals of the learning process." In particular, students must engage in such higher-order thinking tasks as analysis, synthesis, and evaluation.

Kinesthetic learning, kinaesthetic learning, or tactile learning is a learning style in which learning takes place by the students carrying out physical activities, rather than listening to a lecture or watching demonstrations. As cited by Favre (2009), Dunn and Dunn define kinesthetic learners as students who require whole-body movement to process new and difficult information.

M-learning or mobile learning is "learning across multiple contexts, through social and content interactions, using personal electronic devices". A form of distance education, m-learners use mobile device educational technology at their convenient time.

Educational technology is the combined use of computer hardware, software, and educational theory and practice to facilitate learning. Educational technology creates, uses, and manages technological processes and educational resources to help improve user academic performance.

Business simulation is simulation used for business training, education or analysis. It can be scenario-based or numeric-based.

Computer-supported collaborative learning (CSCL) is a pedagogical approach wherein learning takes place via social interaction using a computer or through the Internet. This kind of learning is characterized by the sharing and construction of knowledge among participants using technology as their primary means of communication or as a common resource. CSCL can be implemented in online and classroom learning environments and can take place synchronously or asynchronously.

Educational video game Video game genre

An educational video game is a video game that provides learning or training value to the player. Edutainment describes an intentional merger of video games and educational software into a single product. In the narrower sense used here, the term describes educational software which is primarily about entertainment, but tends to educate as well and sells itself partly under the educational umbrella. Normally software of this kind is not structured towards school curricula and does not involve educational advisors.

A serious game or applied game is a game designed for a primary purpose other than pure entertainment. The "serious" adjective is generally prepended to refer to video games used by industries like defense, education, scientific exploration, health care, emergency management, city planning, engineering, and politics. Serious games are a subgenre of serious storytelling, where storytelling is applied "outside the context of entertainment, where the narration progresses as a sequence of patterns impressive in quality ... and is part of a thoughtful progress". The idea shares aspects with simulation generally, including flight simulation and medical simulation, but explicitly emphasizes the added pedagogical value of fun and competition.

A simulation game is "a game that contains a mixture of skill, chance, and strategy to simulate an aspect of reality, such as a stock exchange". Similarly, Finnish author Virpi Ruohomäki states that "a simulation game combines the features of a game with those of a simulation. A game is a simulation game if its rules refer to an empirical model of reality." A properly built simulation game used to teach or learn economics would closely follow the assumptions and rules of the theoretical models within this discipline.

Computers in the classroom

Computers in the classroom include any digital technology used to enhance, supplement, or replace a traditional educational curriculum with computer science education. As computers have become more accessible, inexpensive, and powerful, the demand for this technology has increased, leading to more frequent use of computer resources within classes, and a decrease in the student-to-computer ratio within schools.

David Williamson Shaffer

David Williamson Shaffer is the Vilas Distinguished Achievement Professor of Learning Science at the University of Wisconsin–Madison in the department of Educational Psychology, the Obel Foundation Professor of Learning Analytics at Aalborg University in Copenhagen, a Data Philosopher at the Wisconsin Center for Education Research, and Principal of EFGames, LLC.

Flipped classroom instructional strategy delivering instructional content outside of the classroom and other reated activities into the classroom

A flipped classroom is an instructional strategy and a type of blended learning, which aims to increase student engagement and learning by having students complete readings at their home and work on live problem-solving during class time.

Gamification of learning

The gamification of learning is an educational approach to motivate students to learn by using video game design and game elements in learning environments. The goal is to maximize enjoyment and engagement through capturing the interest of learners and inspiring them to continue learning. Gamification, broadly defined, is the process of defining the elements which comprise games that make those games fun and motivate players to continue playing, and using those same elements in a non-game context to influence behaviour. In other words, gamification is the introduction of game elements in a non-game situation.

Kahoot! Online quiz platform

Kahoot! is a game-based learning platform, used as educational technology in schools and other educational institutions. Its learning games, "kahoots", are user-generated multiple-choice quizzes that can be accessed via a web browser or the Kahoot app.

Games and learning is a field of education research that studies what is learned by playing video games, and how the design principles, data and communities of video game play can be used to develop new learning environments. Video games create new social and cultural worlds – worlds that help people learn by integrating thinking, social interaction, and technology, all in service of doing things they care about. Computers and other technologies have already changed the way students learn. Integrating games into education has the potential to create new and more powerful ways to learn in schools, communities and workplaces. Games and learning researchers study how the social and collaborative aspects of video game play can create new kinds of learning communities. Researchers also study how the data generated by game play can be used to design the next generation of learning assessments.

Social media in education refers to the practice of using social media platforms as a way to enhance the education of students. Social media is defined as "a group of Internet-based applications that build on the ideological and technological foundations of Web 2.0, and that allow the creation and exchange of user-generated content".

References

  1. ↑ de Aguilera, Miguel; Mendiz, Alfonso (October 2003). "Video Games and Education: (Education in the Face of a "Parallel School")". Comput. Entertain. 1 (1): 1:1–1:10. doi:10.1145/950566.950583. ISSN   1544-3574.
  2. ↑ Rutherford, Kevin (2010). "PLAYING/WRITING: CONNECTING VIDEO GAMES, LEARNING, AND COMPOSITION". Thesis: 12 – via etd.ohiolink.edu.
  3. ↑ "Gaming as a teaching tool". Penn Today. Retrieved 2020-11-30.
  4. ↑ Greenfield, P.M. (1985). El niño y los medios de communicatión. Morata, Madrid. ISBN   9788471123022.
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  6. ↑ M. De Aguilera; A. Mendiz (2003). "Video games and education: (Education in the Face of a 'Parallel School')". Computers in Entertainment (CIE). Vol. 1 no. 1. p. 1. doi:10.1145/950566.950583.
  7. ↑ "About Kahoot! | Company History & Key Facts". Kahoot!. Retrieved 2020-11-30.
  8. ↑ Svensson, Maria (2018). Games and Extramural Gaming in the Classroom : Teachers' Perspectives on How They Perceive and Use Games and Extramural Gaming in the Upper Secondary Classroom.
  9. ↑ Shanbari, Hamzah; Issa, Raja R. A. (2018-01-24). "Use of video games to enhance construction management education". International Journal of Construction Management. 0 (3): 206–221. doi:10.1080/15623599.2017.1423166. ISSN   1562-3599.
  10. ↑ Hanghøj, Thorkild; Lieberoth, Andreas; Misfeldt, Morten (2018). "Can cooperative video games encourage social and motivational inclusion of at-risk students?". British Journal of Educational Technology. 49 (4): 775–799. doi:10.1111/bjet.12642. ISSN   1467-8535.
  11. 1 2 3 4 5 6 7 8 9 Nick Tannahill; Patrick Tissington; Carl Senior (2012). "Video Games and Higher Education: What Can 'Call of Duty' Teach our Students?". Frontiers in Psychology. 3: 210. doi:10.3389/fpsyg.2012.00210. PMC   3382412 . PMID   22737142.
  12. ↑ Papastergiou, Marina (2009-11-01). "Exploring the Potential of Computer and Video Games for Health and Physical Education: A Literature Review". Computers & Education. 53: 603–622. doi:10.1016/j.compedu.2009.04.001.
  13. ↑ Shute, Valerie J.; et al. (2015). "The power of play: The effects of Portal 2 and Lumosity on cognitive and noncognitive skills". Computers & Education. 80: 58–67. doi:10.1016/j.compedu.2014.08.013.(subscription required)
  14. ↑ Barr, Matthew (2017). "Video games can develop graduate skills in higher education students". Computers & Education. 113: 86–97. doi: 10.1016/j.compedu.2017.05.016 . Open Access logo PLoS transparent.svg
  15. ↑ Poli, Dorothybelle; et al. (2012). "Bringing Evolution to a Technological Generation: A Case Study with the Video Game SPORE". American Biology Teacher. 74 (2): 100–103. doi:10.1525/abt.2012.74.2.7.(subscription required)
  16. ↑ Różycki, Łukasz. "Ł. Różycki (2012), Video games in the process of historical education at the academic level, Colloquium, t. 4/2012, p. 75–82". Colloquium. Retrieved September 27, 2016.
  17. ↑ Squire, K.D. (2005). "Changing the game: what happens when video games enter the classroom?" (PDF). Innovate: Journal of Online Education. 1 (6). ISSN   1552-3233.
  18. ↑ Trout, Josh; Christie, Brett (May 2007). "Interactive Video Games in Physical Education". Journal of Physical Education, Recreation & Dance. 78 (5): 29–45. doi:10.1080/07303084.2007.10598021. ISSN   0730-3084.
  19. ↑ "View of Using video games to combine learning and assessment in mathematics education". journal.seriousgamessociety.org. Retrieved 2018-11-05.
  20. ↑ Annetta, Leonard A. “Video Games in Education: Why They Should Be Used and How They Are Being Used.” Theory Into Practice, vol. 47, no. 3, 2008, pp. 229–239. JSTOR, JSTOR, www.jstor.org/stable/40071547.
  21. ↑ Moro, Christian; Phelps, Charlotte; Stromberga, Zane (2020-08-14). "Utilizing serious games for physiology and anatomy learning and revision". Advances in Physiology Education. 44 (3): 505–507. doi:10.1152/advan.00074.2020. ISSN   1043-4046.
  22. ↑ Moro, Christian; Stromberga, Zane (2020-07-05). "Enhancing variety through gamified, interactive learning experiences". Medical Education: medu.14251. doi:10.1111/medu.14251. ISSN   0308-0110.
  23. ↑ Uhls, Yalda T.; Michikyan, Minas; Morris, Jordan; Garcia, Debra; Small, Gary W.; Zgourou, Eleni; Greenfield, Patricia M. (2014-10-01). "Five days at outdoor education camp without screens improves preteen skills with nonverbal emotion cues". Computers in Human Behavior. 39: 387–392. doi: 10.1016/j.chb.2014.05.036 . ISSN   0747-5632.
  24. ↑ Baek, Y.K. (2008). "What hinders teachers in using computer and video games in the classroom? Exploring factors inhibiting the uptake of computer and video games". CyberPsychology & Behavior. 11 (6): 665–671. doi:10.1089/cpb.2008.0127. PMID   19006464.
  25. ↑ Rutherford, Kevin (2010). "PLAYING/WRITING: CONNECTING VIDEO GAMES, LEARNING, AND COMPOSITION". Thesis: 12 – via etd.ohiolink.edu.
  26. ↑ Bogost, Ian (2008). "The Rhetoric of Video Games" (PDF). The Ecology of Games: Connecting Youth, Games, and Learning.: 120 – via http://www.cogsci.rpi.edu.
  27. ↑ Shatz, I. (2015). Using Gamification and Gaming in Order to Promote Risk Taking in the Language Learning Process (PDF). Proceedings of the 13th Annual MEITAL National Conference. Haifa, Israel: Technion. pp. 227–232.
  28. ↑ Bogost, Ian (2008). "The Rhetoric of Video Games" (PDF). The Ecology of Games: Connecting Youth, Games, and Learning.: 120 – via http://www.cogsci.rpi.edu.
  29. 1 2 Gallagher, Danny (March 10, 2013). "7 health benefits of playing video games".
  30. ↑ Barr, Matthew (2018-03-01). "Student attitudes to games-based skills development: Learning from video games in higher education" (PDF). Computers in Human Behavior. 80: 283–294. doi:10.1016/j.chb.2017.11.030. ISSN   0747-5632.
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