The Emergence of Video Games as Educational Tools
Justin Whitt
MEDA 5400-911
Professor Childress
October 13, 2010
The video games landscape has changed drastically since they first achieved popularity over three decades ago. Every type of person is now perceived as a potential gamer as video games have found their way into the mainstream in the form of everything from clothing to feature films. It is difficult to argue the mass appeal that video games have achieved yet they are one of the first items to receive blame when young people commit violent acts. The negative social perceptions of video games and the idea that they can only be used for recreational purposes have prevented the mass integration of video games into the classroom. Such perceptions are not only incorrect but can actually be hindering the education of many students as video games have been shown to carry many benefits related to the way students learn.
While violent video games such as Halo and Grand Theft Auto may receive the majority of national attention, it should be noted that they are the exception as two-thirds of video games are rated ‘E’ (everybody) and mature video games rarely appear on the top 20 sellers list (Kara-Soteriou, 2010). More often, games like The Sims, a game where players create characters and control their relationships and living conditions, are found at the top of sales charts. Throughout their short history, video games have been mostly non-violent and have carried a strict ratings system to prevent those who are underage from purchasing age-inappropriate games. Aside from standard retail video games, a movement known as “serious games” has recently emerged with the intention of using video games for teaching and instruction. These games have already impacted the military and firefighters as well as medical and business education (Annetta, 2008). Several educational games have emerged from this movement including Immune Attack, a first-person strategy game that involves a teenage prodigy who must teach his immune system how to function properly or he will die. Another example of an educational computer game is Food Force, a game that places the player as a scientist who must distribute food in a famine-affected country to help it recover (Annetta, 2008). The Stock Market Game, another popular educational game, simulates investment opportunities and teaches students fractions and decimals by asking them to calculate a company’s profit-loss ratio (Gordon, 2010). Technically speaking, there is no subject or lesson that cannot be aided or enhanced by the integration of video games. The problem, however, is convincing parents, teachers, and school officials of their positive benefits.
If the only information on video games a person had to go by was what he or she heard on television, he or she would probably assume that they do nothing for intellectual growth or stimulation. Fortunately, this is an untrue view of the situation as video games have been shown to have both academic and social benefits. One of the main difficulties that teachers encounter is finding methods to motivate students. Video games tend to generate a higher level of students’ positive emotional engagement and motivate passive students to contribute more than they would in a traditional learning environment. Through playing video games, a player also learns to critically think about the simulation while gaining embedded knowledge through interaction with the environment (Annetta, 2008). This is achieved by allowing the student to take on new identities, solve problems through trial an error, and gain literacy. Students are also able to take risks and not feel intimidated by the consequences of failure, as there is no authority figure to pass on judgment or reprimand the player (Kara-Soteriou, 2010).
The virtual environment allows students to role-play and explore the outcomes of different actions without having to deal with negative consequences. An effective educational video game gives the player information as it is needed and not out of the contexts of actual use, something that is done quite frequently in traditional schools. People have difficulty understanding and remembering information they have received out of context or too long before they actually need it or can make use of it (Gee, 2003). A good video game should not require an instruction manual but rather give the player instructions as needed and on a frequent basis. Additionally, video games are built for assessment and constantly and inconspicuously evaluate the player’s skill level and mastery while providing feedback and rewards based on these results. (Hommel, 2010). Under the No Child Left Behind Act, assessment is the focus of public school education and teachers are pressured to frequently test students based on the curriculum. Players of video games do not view in game tests as assessments but rather as a part of the game. An effective educational video game should be able to assess student knowledge while keeping them actively engaged in the experience.
Even if and when a teacher believes in the positive educational benefits of video games, he or she may feel intimidated by the technology. One way to reduce teachers’ unease is to liken the use of video games to something they are familiar such as any hands-on activity that may normally be a part of classroom procedure (Gordon, 2010). The important aspect of the process is that the teacher at least knows enough about the software to get students started. Students will most likely be able to take over from this point and guide themselves through the game. Teachers must also be willing to give up some control in the classroom when integrating video games as they may create an environment where the teacher is more of a facilitator to students’ progress rather than a direct instructor. After teachers feel comfortable enough with the idea of video games, it is suggested that they begin to try out different styles of games in their personal time (Kara-Soteriou, 2010) It is important to have an understanding on the different types of games that are available and testing these games will allow the teacher to choose what is best for his or her students. Having first-hand knowledge on what students are actually interacting with during class is also imperative. While it would be ideal for every student to be able to have his or her own computer, most schools will be limited in their technological resources. Having students share computers has its benefits, however, as the collaboration can deepen students’ engagement and understanding as they share ideas and compete with one another. (Gordon, 2010). Many teachers use games such as Jeopardy in the classroom for review and students enjoy the change in pace as well as the competition. Integrating video games into the classroom works in much the same way in that students enjoy playing a game and the competition and do not even really think of the learning aspect even though it is there. Home-schooled students may also benefit from using video games in the form of a distant learning platform. The students would be able to interact with other students in a virtual world and work together to accomplish tasks and complete various learning objectives (Annetta, 2008). Parents should also be made aware that their students are using video games as an educational tool. Parents may have the same reservations as teachers or school officials so it is important to make certain that they are aware of exactly what is being used in the classroom and how it helps his or her son or daughter. Inviting the parents into the classroom during an open house or sending information home are two ways to assure that there are no issues during the integration process.
Sustaining students’ motivation is just one of the many advantages of implementing video games into the classroom. It is difficult to imagine a student that would not be the least bit interested in playing video games if for nothing else a different way of having class. Educational video games allow students to work at different paces and/or levels to ensure that no student gets behind or bored. Video games also teach students how to pretend or learn that things are not as they seem but within the context they are participating (Annetta, 2008). Students are able to look at ideas and theories in different ways than simply reading or writing about them. Students have several different learning styles and video games are able to cater to the students’ individual needs.
Educational video games are not a new idea. In the early 1990s, games such as Where in the World is Carmen San Diego and Oregon Trail were very popular with students. Technology has progressed rapidly, however, making educational games more beneficial and more readily available. In the theatre classroom, games can be used to simulate elements such as costume or set design allowing students to do things that would otherwise be very unlikely due to limited school resources. As a future instructor, the possibility of using games in the classroom is exciting as it introduces another teaching resource. A good video game cannot replace good teaching but the combination of the two can only help students, especially those that may struggle with traditional instruction. Whether or not they are integrated into the classroom, students are going to play video games. Educators should use this interest to their advantage and find ways to make games work within the curriculum. One of most important aspects to consider when bringing games into the classroom is that the educator must properly monitor students’ use to ensure that they are being properly utilized and are appropriate for the content. As with any new tool or device, things may not work perfectly at first. However, if the instructor is able to work with the technology and be patient, video games have the potential to forever change how children are taught.
References
Annetta, L.A. (2008). Video games in education: why they should be used and how they are being used. Theory Into Practice, 47(3), 229-239.
Gee, J.P. (2003). What video games have to teach us about learning and literacy. ACM Computers in Entertainment, 1(1), 1-4.
Gordon, S. (2010). What’s your game plan? T.H.E. Journal, 37(5), 32-4,36,38.
Hommel, M. (2010). Video games and learning. School Library Monthly, 26(10), 37-40.
Kara-Soteriou, K. (2010). Video games for the disengaged (and not only) students. New England Reading Association, 45(2), 94-101.
