Digital Badge #E

Imagine a classroom with students, each one on the computer playing games.  At first glance, it does not sound like a positive scenario.  How can they be learning when they are playing video games?  Gamification is a strategy used in classrooms to promote learning by encouraging a certain response.  It also endorses competition, and students can track their own progress.  Another form of learning is game based which promotes critical and strategic thinking. The tactics continues to gain momentum every year as students continue to adapt to technology.  These teaching games are designed to teach students particular subjects and skills.  Even so, there are debates regarding the usage of games in the classroom and how they influence a student’s behavior. 

The concept of having students play games in the classroom is to engage them by motivating learning.  Kids love to play games so why not combine the two elements and create a blended learning experience.  By using this technology, students become enthusiastic about learning.  Game base learning in the classroom can be useful because it simulates real life experiences that students can apply to their everyday lives.  It is also collaborative learning because students teach each other tricks and strategies that help them succeed.  They are motivated to excel by winning, but does this create the impression of winners and losers? 

There are some benefits associated with playing video games according to recent article by APA (American Psychological Associates) entitled, “The Benefits of Playing Video Games” by authors Isabela Granic, Adam Lobel, and Rutger C. M. E. Engels.  According to the article, after reviewing some of the video games in the market, they identified four types of positive impact that video games have on the kids who play them: cognitive, motivational, emotional, and social.  Games promote cognitive skills which improve attention, focus, and reaction time.  Students are motivated and encourage as they develop a sense of accomplishment of work well done.  They also improve their metacognitive skills by identifying problem areas and practice to enhance their skills.  It all depends on the game and how it is implemented.  Games should be used to enrich learning in the classroom but have their limitations.        

      

Let’s be clear that not everybody is onboard about these concepts.  Teachers are responsible in teaching students not computer games.  At the end of the day, students are impacted by how they interacted socially with their peers and how well a lesson was implemented.  So, no matter what our expectations are for today’s game based approaches, they are having an impact on today’s teaching and no doubt will continue in the future.    

References:

McConnell, C. R., Brue, S. L., & Flynn, S. M. (2012). Microeconomics: principles, problems, and policies (19th ed.). New York: McGraw-Hill/Irwin.

Shapiro, Jordan . "KQED Public Media for Northern CA." KQED Public Media. N.p., 13 June 2014. Web. 28 Sept. 2014. <http://www.kqed.org>.