Computer Games in Education
Introduction
There has been a keen interest on the role that entertainment software plays in the minds of children and young people. This has led to a debate on the possible impacts of incorporating this software in the classroom and business settings. The ongoing debate has been informed by the desire to draw a line between learning and entertainment. It is undoubted that technology is set to play a key role in the education sector in the near future. It has been proven that technology imparts knowledge, reinforces positive habits and develops life skills in learners of all ages.
Technology and especially gaming has kept learners engaged. Cognitive therapists have identified “serious games and virtual environments as the future of education” (Bainbridge 2007). This position is supported by the fact that media like video games incorporate instructions and demonstrations in a proven mix of imparting knowledge. In many classroom settings, the teacher gives instructions and then demonstrates the practical implications of those instructions in order for the learner to internalize them. There have been numerous benefits that have been identified as stemming from the use of video games in education. They include enhancing abstract reasoning in children and development of problem-solving skills. It has been theorized that playing of video games improves player vision, cognition and attention (Barab et al 2009). A comparison between gamers and non-gamers also showed that the former recorded better performance in multitasking, speed tests and accuracy.
The proliferation of video consoles and computers in many households around the world is one of the major reasons for incorporating gaming into education. Instead of students spending countless hours on recreational games, the plan is to have them play educational games. The use of these games is still relatively new and there are still many unknowns. This paper analyses the types of educational games and their advantages and disadvantages. It also outlines some recommendations that will improve on this subject if implemented.
Different types of computer games used in education
There are many types of games that are considered educational. Prior to the advent of technology, there were games that were considered challenging but not necessarily educational: e.g. chess. These types of board games have also been digitalized and can be played on computers. Computerized board games entail movement of pieces across a pre-marked surface and include games like Brain Chain and BEDMAS (Bray 2012). Another cluster of traditional games that have been digitalized is card games. Cards can be the traditional type or can be developed for specific games. The major goal of such games is to expand the learning of concepts such as matching and food chains. Some of the games have been found to be very effective in enhancing memory. Most flashcard games are subject-specific and are used to teach about animal species and mathematics. Flashcards become games due to the existence of prizes that players receive in different levels. Otherwise and absent these prizes, flashcards would not be considered as games.
The most common cluster of computer games is video games. There has been a systematic merger of educational concepts and entertainment leading to the coinage of the term edutainment (De Aguilera & Mendiz 2003). Educational games are online platforms that assist learners to achieve certain outcomes in a fun environment. These games are usually targeted at specific audiences and can therefore be age-specific or subject-specific. Depending on the desired outcome, and the target group, video games involve a set of variables that the gamer plays around with. Video games are especially efficient in solving defined problems or teaching a set of skills. Syllabuses form the foundation in which subject-specific video games are grounded. This is in order for the different variables to be identified and the context defined so that the desired learning activity can achieve set goals.
Video games can be either simple or complex depending on the envisaged learning outcomes. A simple game can be developed to recall factual content. For example, understanding discoveries or contributions made by Nobel laureates has been done through the incorporation of pertinent information alongside other scientific facts in games aimed at children. This initiative of the Nobel Prize Foundation is not unique as there are more complex games developed for adults that aid in the understanding of a cornucopia of contexts like politics. A game like Democracy allows players to be immersed in an array of different political systems where they are expected to make relevant and realistic political decisions. Playing this type of game allows the gamer to understand the consequences that are associated with certain actions.
Developers of computer games usually have the intention of incorporating skills, facts and analyses in their games in either explicit or hidden means. In most cases, educational games have the information being communicated or the lesson being learnt hidden within the playing process. This is because explicit learning processes are likely to discourage learners and this would also be counterproductive as the use of games is meant to instill knowledge in learners in a fun way. Some games must be modified so that they can incorporate some educational concepts in them. Nowadays, bingo and baseball can be played in classroom settings to teach certain lessons like the importance of teamwork.
As stated above, it is usually advisable to have the educational aspects of games hidden; but not necessarily. The major reason is to make sure that children partake gaming compulsively (Gee 2003). Given the choice between playing educational games and purely recreational ones, children might choose the latter. It is therefore advisable that game developers incorporate explicit learning activities to an optimum level. The use of a keyboard in the gaming process is one of the best ways that learning is incorporated into games.
There are some forms of traditional games that can be considered as educational games. The Japanese Karuta is one of them and it involves participants learning different poems with knowledge in a large number increasing the chances of a person winning. Trivia games that necessitate participants to be armed with a large variety of facts and knowledge are also considered educational games.
Advantages
There are numerous gains to be made from using computer games in education. It is a fact that young people like to have fun and hence, incorporating education into fun is a sure way of getting their attention. Thus, the first advantage is that computer games enhance learning by engaging the pupils in a manner that they relate to and is fun. Traditional modes of learning have failed in that they fundamentally lack in the capacity to captivate learners. Although there are many interactive activities that learners and educators undertake, they are only short lived and achieve limited results. In this regard, computer games have opened up new avenues for educators to capture the attention of learners by crafting games that are meant to be educational while being enjoyable. In addition to having fun, computer games help to dispel the myth that learning is boring (Steinberg 2011). These games have the potential to influence a complete mindset change in the experiences of learning.
Games are crafted in a manner that they incentivize the objectives. Most of the games are based on a player solving a certain problem or completing a given mission within set parameters. The motions that players have to go through either lead to garnering of points, advancing of the character status, moving to a new level, achieving a certain objective or simply unlocking new materials. This instant incentive-based system is important as it helps to constantly and promptly appraise a learner’s ability. Many educational structures are delivered to learners in large chunks where assessment is made at the end of a particular module. Incentive-based gaming is a break from this model of education as learners can be assessed on small portions of the material they are meant to internalize hence monitoring learning progress. The main advantage here is that educators can identify areas in which learners are lacking or lagging behind and focus on them in order to improve overall learning.
Computer games teach players how to think systematically by understanding how different variables coalesce to give varying outcomes (Squire 2003). They also engage learners to a higher level than normal tests. Activities like crossword puzzles or alphabet soups are very challenging for students. However, they give a higher level of satisfaction on completion than the normal tests. Classroom appraisal systems are predictable and thus create a sense of monotony that eventually builds a negative mindset towards learning. A shift from the conventional classroom performance assessment to the digital forms also affords students who are slower the opportunity to accomplish tasks.
Traditional learning methods are very limited in creating a bigger picture for learners. Usually, it is difficult for students to understand the importance or application of the concepts that they learn in school. For example, many concepts in physics are learned without students linking them to real life applications. A game like Portal allows users to use inertia, gravity and other laws of physics to advance through the various stages (Bray 2012). The game is compartmentalized in such a manner that the learner has to have a grasp on the particular law required for him/her to achieve a set task. The concepts are fairly simplified to ensure that the tasks are not too daunting to make learners disinterested. This game requires critical thinking and problem-solving skills. The advantage here is that learners are able to match choices with consequences. In Portal, using a law to solve the puzzle has distinct results. This helps learners understand the different applications of laws which improve the learning process.
Games are also important as they enhance reactions thus developing skills as they present players with elements of the unknown prompting them to act naturally. Trial and error learning ensures that lessons are etched in the learners mind for a long time as they help associate causes and effects (Greenfield 1985). Computer games thus allow students to learn different concepts using the trial and error method albeit in a safe and secure environment. Demonstrations in subjects like chemistry and physics undoubtedly helps in making lessons closer to real life situations for students. However, as these demonstrations involve the use of harmful chemicals or dangerous equipment that may be hazardous for students, a more controlled environment would be more ideal. Thus, creation of virtual laboratories in games can help students grasp concepts faster and better. For example games that depict the activities of drug dealers usually help chemistry students identify different chemicals used to make synthetic drugs faster. There is also a cost factor that is associated to this advantage. Rather than demonstrations using actual chemicals that are hazardous and costly, concepts can be learnt virtually with no associated costs.
Disadvantages
Although the world is evolving at a fast rate partly due to improvement in technology, there is still a lot of skepticism on the extent to which technology should impact the lives of people. Teachers, parents and other stakeholders in the educations sector are increasingly assessing the role that games play in education with a large percentage considering it as just gaming and not learning. In order to prove and ensure that games are not distractions to actual learning, teachers are being forced to keep up to date with the contents in the games on a constant basis. They must also determine whether the games being passed of as educational games are appropriate for specific age groups and also whether they meet the minimal standards for accountability. This is disadvantageous as ultimately, the use of games in learning was to ease the burden on teachers so that they can be more effective. Therefore, having them appraise the games in determining whether they achieve their intended objectives just piles the pressure on them thus rendering these games counterproductive. It has also been noted that teachers are less tech-savvy than their students which creates a learning gap. This is informed by the fact that students are growing up in more digitally proficient environments than educators (Coffey n.d.). Thus, if teachers’ burdens were to be increased in the quest for more accountability in educational gaming, then, there will be a detrimental gap between learning and teaching.
There exists a vague line between learning and educational gaming. This is because there are no clearly defined boundaries as to the extent of fun or the extent of learning that is expected to take place. Teachers and parents argue that while there were clear achievements in traditional methods of learning, the achievements in educational gaming are not as apparent. Many still consider gaming a waste of time and would prefer students read books (Davidson 2012). A major disadvantage of computer games in education is that there is no provision for the teacher to ask questions to students about a specific task. Thus, it is extremely difficult for the teacher to determine the level of understanding of a student as the tasks are between the learner and the computer. This does not mean that there is no interaction whatsoever in computer games. Conversely, there is a lot of interaction between the game and the student and also among students themselves. The problem is that there is no way of knowing whether a misunderstanding has occurred. Traditional learning environments had teachers determining what students should learn and how they ought to learn it. This controlled environment made it easy for assessment of progress within set boundaries. In the case of games, students barely get any instructions and follow their own paths in seeking solutions to problems. The paths taken may be long or wrong therefore wasting a lot of time on a problem that would have been comprehensively addressed by a teacher in a conventional environment.
Conventional learning gives teachers the autonomy to be more involved in the student’s learning through a set syllabus. However, the use of computer games as a tool for learning takes away some of the responsibilities bestowed on teachers. This translates into a loss of control on the part of the teacher which can have negative consequences. Teachers draw their inspirations from witnessing students become knowledgeable and important members of the society through an intricate process of knowledge impartment. This process is what gives teachers meaning. If these processes are substituted then teachers lose part of their meaning and become demoralized. The fact that students are turning to various games for knowledge is an indication of the diminishing roles of teachers. While this may have negative consequences for teachers, the situation for students could be worse. For people to be functional there are many skills that they need to develop. Some of these skills like communication cannot be learned through computer games. Teachers offer students the opportunity to learn basic skills by practicing them. Thus, since computer game learning does not involve basic communication like talking, learners may be becoming less knowledgeable in expressing themselves.
Conclusion
Games can be indispensable in helping learners make sense of all the information they are bombarded with in the schooling system. Traditional modes of learning have various limitations that can be overcome by edutainment. For example, the curricula are framed in a way that assessment is done after a large chunk of information has been dispensed. The assessment methods thus lack the means of testing whether the learner has internalized every aspect he/she has been taught. On the contrary, game-based learning can help in assessing the progress made by learners as the games are formulated in such a way that achievement of a simpler task leads to advancement to the next task, usually harder. Thus in this way, the game ensures that the learner is ready for a different experience after completing another.
There are many advantages and disadvantages of game-based learning. The advantages include incorporating fun into learning which is otherwise regarded as boring, constantly assessing the learning progress of students, challenging learners to be more categorical in their thinking, helping learners associate actions with consequences and facilitating learners in the acquisition of new knowledge and skills. The disadvantages include; increasing the burden placed on teachers, lack of teacher control which may lead to an undesired outcome, gaming addiction, and retardation in some basic skills like communication. Therefore, in order to ensure that game-based learning is effective, there must be a concerted effort from all stakeholders in order to mitigate the negative effects of this model and strengthen the positive ones.
Summary
This paper has indicated that technology has led to new ways of imparting knowledge in students. Computer games in particular are now indispensable in this endeavor. There are different types of computer games that are considered educational including; video games, flashcards and digitized card games. Depending on the level of learning that is intended, the complexity of these computer games can be varied.
The paper has detailed some advantages including: promoting learning through fun, instant appraisal of learning progress, teaching systematic thinking, giving learners the opportunity to practice classroom skills by applying them in the virtual world, and promoting learning through trial and error. There are some discussed disadvantages including; perceived usurping of teacher roles, games being seen as distractions from actual learning, and games taking too much time in teaching a concept.
The recommendations for bridging the divide between curriculum learning and computer games include entrenching teacher roles to ensure that games do not usurp them, having content for learning for both teachers and students, developing comprehensive curricula, ensuring equality for all students, and having regulatory authorities.
Recommendations
There is a lot of skepticism that accompanies gaming as an educational tool. In order to strike a balance between the right kind and amount of gaming with the intended lessons, certain factors must be considered.
First, gaming stimulates learners’ brains causing them to learn in a fun way. This fun is addictive leading to undesirable consequences. There is thus a need to ensure that the role of the teacher is not overshadowed by increase in edutainment. The teacher position should be redefined such that the objectives of traditional learning settings and those of the modern learning structure can be merged to formulate a system that does not expose children to the negative effects of gaming.
While it is widely acknowledged that trial and error learning leads to some good outcomes, care must be taken to ensure that no students are left behind in the learning process. Educators must realize that students have varying skill levels and come from different socioeconomic backgrounds meaning that they have varying computer literacy skills. As such, it is important for teacher to ensure that the modules of teaching are fair to all students and do not discriminate against others. Therefore, teachers must ensure that they use the most readily available mode of teaching. For example, use of audiovisuals is effective and can reach a large number of students.
There must be a concerted effort on the part of game manufacturers and curriculum developers to ensure that there is enough content for both sides of the learning divide. This requires that teachers be given materials that support gaming allowing for assessment of progress. There is also a need for development of fixed class schedules that are backed by evidence in determining the number of sessions that students should spend gaming compared to conventional learning to avoid negative consequences like addiction.
Additionally, there is need for establishment of external authorities that will regulate the use of games in schools. This is to ensure that the correct information and games are used in learning. Eventually, these authorities should develop standardized modes of learning through games.
Bibliography
Bainbridge, W. 2007, “The scientific research potential of virtual worlds”. Science, 317(27), 471-476.
Barab, S. et al 2009, “Transformational play as a curricular scaffold: Using videogames to support science education”. Journal of Science Education Technology, 18, 305-320.
Bray, O. 2012, Playful Learning: Computer Games in Education. Microsoft Education
Coffey, H. n.d., Digital Game Based Learning. UNC School of Education.
Davidson, C. N. 2012, Now You See It. New York, Penguin Group USA Inc.
De Aguilera, M. and Mendiz, A. 2003, “Video games and education.” Computers in Entertainment, 1(1), 1.
Gee, J. P. 2003, “What Video Games Have To Teach Us About Learning and Literacy”. Acm Computer In Entertainment, 1(1), 1–4.
Greenfield, P.M. 1985, Children and Media. Morata, Madrid.
Squire, K. D. 2003, “Video games in education.” International Journal of Intelligent Games and Simulation, 2(1), 49–62.
Steinberg, S. 2011, The Benefits of Video Games. ABC News, 26 Dec
Use the order calculator below and get started! Contact our live support team for any assistance or inquiry.
[order_calculator]