A couple weeks ago I decided for my technologies course I would research what people had to say about video games being used in a classroom. For this topic I wanted to focus on the twenty-first century using digital games to help with skills development. The two articles used consisted of teacher candidates and their responses to digital games as well as students using avatars in virtual environments in learning.
In the first article, Teachers Candidate Responses to Digital Games, stated that researchers conducted a mixed-methods study with twenty-one undergraduate university students majoring in education to determine their ability to recognize the motivational factors and twenty-first century learning skills associated with digital games. Repeated exposure to computer games and other digital media can enhance critical thinking and problem solving, believed most important of the twenty-first century learning skills. Some believed that motivation to play a game is extrinsic and that a person is pulled toward they play due to the reward that it presents, others believe that game play is intrinsic. A complete research base regarding student motivation is well beyond the aim and scope of this article. (Sardone, Nancy B.) Some games could be found on the Internet, obviously approved by the instructor as well as the parents, as well as purchased CD-ROMS. I personally grew up using a CD-ROM detective game that helped build my reading, mathematic, and science skills. As an educator I would consider using certain programs in the classroom to help instruct the students in using certain techniques. I would not base an entire lesson plan because I would like the students to read on their own, as well as to practice writing skills.
The second article I read was called Using Avatars and Virtual Environments in Learning: What do they have to offer? It states that Avatars have been defined by Peterson (2005) as ‘online manifestations of self in a virtual world, and are designed to enhance interaction in a virtual space.’ In this article they mention that at times the virtual worlds hold considerable potential as powerful mediums for learning. Consistent with the studies previously referenced, they comment that benefits exist in three key areas:
1. Virtual worlds give users the ability to carry out tasks that could be difficult for them in the “real world” due to constraints, including cost, scheduling or location:
2. Virtual worlds’ persistence allows for continuing and growing social interactions, which can serve as a basis for collaborative education:
3. Virtual worlds can adapt and grow to meet user needs (Antonacci & et al. 2008:3).
Information provided by Avatars and Virtual Environments in Learning article page 109.
As mentioned before I feel that to a certain extent video/digital games can be used to help students in a learning environment. However, that does not take away from the fact that children need to still practice their reading pronunciations as well as their writing skills. There is only so much that can be learned from video games.
So I ask you:
1. Would you be ok if your children’s teachers were using video games in the classroom? Why?
a. As I mentioned in my blog, I would be ok with the teacher using video games, to keep my children interested. As long as they don’t use it as their main basis of a teaching lesson plan.
2. How do you feel about your children using avatars in a virtual learning environment?
a. I’m ok with video game, now Avatars and Virtual Environments in learning I am a little scarce. I understand how video game may help, but you have to ask yourself won’t playing with avatars cause you to become insecure in your “real world”. Making you believe that you only understand the material when you’re in this avatar state in another world.
3. What are the three key areas that students may benefit from with Avatars and Virtual environments in learning?
a. Virtual worlds give users the ability to carry out tasks that could be difficult for them in the “real world” due to constraints, including cost, scheduling or location:
b. Virtual worlds’ persistence allows for continuing and growing social interactions, which can serve as a basis for collaborative education:
c. Virtual worlds can adapt and grow to meet user needs (Antonacci & et al. 2008:3).
4. How many undergraduate students were used in the mixed-methods studies?
a. There were twenty-one undergraduate students that participated in these studies.
5. What skills can the digital games help improve in your child?
a. They help enhance learning skills within mathematics, science, and language arts.
