Effects of Computer Games

Rationale

• Connecting with the Digital Native• Understanding Video Games• Impact of Games on Students• Implementation, Design and Monitoring of

Video Games

Connecting with the Digital Student

• Stereotyped as having poor attention spans. • They have a relationship to knowledge gathering

which is alien to their parents and teachers.

• different style of learning due to evolving technology causing the brain to reorganize itself and unfold new cognitive skills – this phenomenon is referred to as “Neuroplasticity”

• The PEW Internet Research :-

97% of teens play video games

three-quarters of teens play games with others

35% of girls and 65% of boys are daily gamers

Understanding Video Games

• Form of entertainment• It is multifunction interactive media tool• Educational Software is “Edutainment”

What is a Video Game?

• Computer type of device and input devices.• Designed for one or more players.• Contains elements of rules, goals, challenges,

mystery, curiosity, competition, skill and/or conflict.

• A wide assortment of genres and mixed genres.

• Types of game genres include:Multi-user Virtual Environment (MUVE)Virtual communities VCVirtual Learning Environment (VLE)Role playing RPGshooter gamesstrategy games

• Types of games include:

Educational Consumer off-the-shelf (COTTS)

Early childhoodEveryoneTeenMatureAdult subject content

• Ratings associated with COTTS include:

Impact of Video Games on Students

• There are several areas where Video Games may have an impact on students which include:

MotivationCollaborationBehaviourBrain-based learningAcademic Achievement

Motivation• Students are unengaged by traditional teaching

delivery methods

• The majority of the research indicate games as a leverage for motivation for all students and helps those of lower abilities become more successful.

• Motivation appears to trigger and instill confidence• Exergames motivated disengaged students or low

self-confidence students to participate in Physical education.

• Inspires students to relate their gaming experience to various subject areas.

• Motivation factors are dependent on the following: Sufficient time to complete game. Integrating game time with classroom and computer

lab activities. Design specifically for course, student ability, and

opportunities for collaboration.

Collaboration

• important for students with lower prior math knowledge.

• 75% of middle-school students prefer to play multiplayer video games, enjoy achieving the goals together, and like teaching each other different skills.

Behaviour

• Behaviour issues that may arise from video game play include:

Social Isolation

Dependency

Aggressiveness

• Social Isolation

Excessive game play may take students away time from other typical activities students normally engage in on a daily basis.

Hofferth’s (2010) study did not indicate any relation between gameplay and isolation, but rather promoted socialization through multiplayer games.

• Dependency

Too much game time can negatively impact student achievement.

Too much game time takes away from studying, reading, and reflecting.

• Aggressiveness

Violent games can lead to aggressiveness mainly for boys.

Violent games are less likely to cause aggressiveness in girls.

Other variables such as socioeconomics and parental monitoring may play a factor in aggressiveness.

Brain-based Learning

• Video games can foster brain-based learning.• Appeases the new way of thinking or brain

development of the digital native.• Highly engaged activities such as video games

promotes neuroplasticity causing the brain to reorganize itself and promote higher-order thinking.

• Key stages in human learning development may be an opportunity to take advantage of video games as a learning tool.

• Myelinisation is a component of brain development and is influenced by learning and experience.

• This is an important component in learning response and efficiency to environmental change.

• Appropriately designed video games promotes attributes associated with neuroplasticity.

• Video games involving problem solving and real world scenarios encourage higher order thinking.

Academic Achievement• seems to have positive implications.• appropriately designed video games may foster student

achievement.• problem solving, fact/recall processes, cognitive,

metacognitive, motor and spatial skills, and collaboration are some of the positive effects associated with a well-designed game.

• Connections made between informal learning through video games to formal learning in the classroom.

• Positive changes in the students’ attitudes, self-confidence and self-efficiency.

Conclusion• Video games can motivate and have a positive

impact on students given the following criteria:

they are designed properly

Given sufficient time to play

Meets the abilities of the students

Integrated with curriculum and classroom activities

Monitored by parents and teachers

Rishabh Jain

8th ‘R’

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