What are “games” in the classroom?

Many teachers are hesitant to present games in the classroom.  In fact, Denham (2017) reported that only 25% of teachers surveyed used games to teach new concepts and only 33% of the teachers used games to reinforce previously learned materials. Research is proving that using games in the classroom to demonstrate mastery in concepts is valid. Games have been shown to be effective in mastery of concepts in reading, math, social skills, academic efficiency in vocational education students, and as use of an advance organizer.

            Many children have difficulty reading. Dyslexia is one of the most common learning problems and is said to have a prevalence of 5-10% of the population (Ronimus et al., 2019). Ronimus et al. (2019) conducted a study among children with dyslexia using teacher supports and a digital game to increase word reading among a group of thirty-seven participants who read fifteen words or less for a six-week period. The results of the study indicated that all the children improved in their word reading skill.

            Math is a second area that digital games have been shown to increase mastery of a subject. Hwa (2018) conducted a study involving children between the ages of seven to nine using a digital based learning game to increase their acquisition of math knowledge. The author found that after utilizing the digital game presented to the students their posttest assessment was slightly higher than the control group who did not utilize the digital game. Hence, the use of the digital game increased the knowledge of the students. The author warns that digital games do not take the place of the teacher’s personality, provision for diverse students, and needs, but the games do optimize the learning experience for the child.

            Social skills are a third area that games have been shown to increase mastery in the acquisition of skills. Craig et al. (2015) conducted a study utilizing Zoo U, an interactive online game, to assist with problem solving scenarios in a virtual world for children seven to nine years old. Craig et al. (2019) presented children six scenes from the unit for two weeks. The students were required to complete an online quiz assessing their understanding of the material after each unit. The results of the study indicated that the children exhibited significant differences in their self-regulation, impulse control, internalizing and externalizing behaviors after the completion of the units as evident from the post assessment results.  Hence, the student’s social skills improved, and the students exhibited mastery from the concepts.

            A fourth area that digital games have been shown to demonstrate mastery is in the area of academic efficiency in vocational education students. Roodt (2019) conducted a study exploring the use of a digital game to increase the academic efficiency in vocational education students. Roodt (2019) explored the use of digital based learning to meet course specific learning out comes and improve the student’s ability in domain related knowledge. The results of the study indicated that the students increased academic achievement. However, discussion and reflection reinforced the concepts.

            A fifth area that digital games been showed to demonstrate mastery is using the game as an advance organizer. Denham (2017) utilized a digital game, Dragon Box Algebra, as an advance organizer with 103 middle school students to teach algebraic concepts. The results of the study indicated that those students who played the game before receiving instruction showed significant improvement.

            While many teachers are hesitant to use digital games to show mastery, the research is indicating that digital based games provide mastery for students. The post tests in the previous areas indicate that students are demonstrating mastery in tests with the games and paper and pencil tests.

I hope you enjoyed our journey through digital based games in the classroom.

References

Craig, A., Brown, E., Upright, J., & DeRosier, M. (2016). Enhancing Children’s Social Emotional Functioning Through Virtual Game-Based Delivery of Social Skills Training. Journal of Child & Family Studies, 25(3), 959–968.

Denham, A. R. (2018). Using a digital game as an advance organizer. Educational Technology Research & Development, 66(1), 1–24.

Hwa, S. (2018). Pedagogical Change in Mathematics Learning: Harnessing the Power of Digital Game-Based Learning. Educational Technology & Society: Journal of International Forum of Educational Technology & Society and IEEE Learning Technology Task Force., 21(4).

Ronimus, M., Eklund, K., Pesu, L. et al. Supporting struggling readers with digital game-based learning. Education Tech Research Dev 67, 639–663 (2019)

Roodt, S. (2019). Using Digital Game-Based Learning to Improve the Academic Efficiency of Vocational Education Students. International Journal of Game-Based Learning, 9(4), 45–69.

Teachers need to take steps to ensure the appropriate use of games in the classroom and provide safeguards to ensure that learning is taking place. Papadakis (2018) report that teachers need to appropriately use the game within the educational setting. The authors report that the teacher needs to provide a preconfigured teaching context before introducing the game. If the teacher introduces the game without the context, the effort may be more negative than positive (Papadakis, 2018). Additionally, the authors report that the student may be more focused on the game than the learning objective. In addition, the authors discuss that the game must also be time appropriate. The student may fail to have the required knowledge needed prior to starting the game to be successful (Papadakis, 2018). The game must also be age appropriate for the student (Papadakis, 2018).

            Teachers need to provide safeguards to ensure that learning is taking place. Many games provide progress reports through the individualized drills, adaptive practice, and assessment and these reports should be integrated and used to provide the assurance that learning is taking place (McTigue & Uppstad, 2019). Additionally, learners need to have accurate and ongoing assessment to determine which scaffolds are effective so that the teacher knows whether to fad or change the scaffold (Plass et al., 2015). Plass et al. (2015) discusses the use of key information provided by the process and product data from the activities completed by the learner specifically the in-game assessments that are often presented within a game. Teachers need to monitor the assessment to determine there is growth for the student.

            In summary, teachers need to ensure that games are presented appropriately and need to take safeguards to ensure that the student is learning.

Join me in my next blog post- Alternate ways for students to demonstrate mastery.

References

McTigue, E. M., & Uppstad, P. H. (2019). Getting Serious About Serious Games: Best Practices for Computer Games in Reading Classrooms. Reading Teacher, 72(4), 453–461

Papadakis, S. (2018). The use of computer games in classroom environment. International Journal of Teaching and Case Studies, 9(1), 1. doi: 10.1504/ijtcs.2018.10011113

Plass, J. L., Plass, J. L., Homer, B. D., Homer, B. D., & Kinzer, C. K. (2015). Foundations of game-based learning. Educational Psychologist, 50(4), 258-283.

Children sit for long hours in the classroom working at their desks and the use of computer-based technology has added to the hours of sitting (Saltikov et al., 2019). Saltikov et al. (2019) report that musculoskeletal and back health of children in schools is become a global health problem. If students do not demonstrate the correct posture while sitting, problems such as headaches, poor circulation, tight neck muscles, mental stress, and poor sleep can result (Saltikov et al., 2019). Ergonomics focus is to assist the worker or student to fit their work in the occupation or school environment efficiently by reducing discomfort (Saltikov et al., 2019). When students are playing their game and sitting for long periods of times, teachers should be assessing the chair, computer, keyboard, and lighting for the student (Saltikov et al., 2019). Additionally, the authors state adjusting the desk, chair, and computer screen with the emphasis on posture to assist the student to prevent the health issues.

            Back pain is on the increase for our students due to sitting for long periods of time. Teachers need to conduct ergonomic assessments to assist our child. Pay attention to the position of the chair, computer screen, and their tools for learning.

Join me in exploring the appropriate uses of games in the classroom in my next blog post

References

Bettany‐Saltikov, J., Mcsherry, R., Schaik, P., Kandasamy, G., Hogg, J., Whittaker, V., … Arnell, T. (2019). PROTOCOL: School‐based education programmes for improving knowledge of back health, ergonomics and postural behaviour of school children aged 4–18: A systematic review. Campbell Systematic Reviews, 15(1-2). doi: 10.1002/cl2.1014

There are many factors to consider when choosing a digital game for the classroom. Most games are designed for a particular group that is disabled that may include blind or deaf individuals rather than disabled individuals in general (Hersh & Laproni, 2018). When choosing digital games for the classroom the teacher needs to consider the student’s disability and intellectual ability for the game.  Many games have responses that may require quick movements and the individual may not be able to physically respond that quickly. Additionally, Jiménez et al. (2015) discuss that many games are not adequate for individuals with intellectual disabilities. Hence the classroom teacher needs to determine which games are suitable for their student.

            Furthermore, the age and grade of a student may not apply when looking at specific digital games. Many students may be below grade level in a concept. While the game may read for a specific grade, that student may be several grade levels below the intended population. The teacher will need to determine the instructional level of the student and match the game with their ability level.

            In conclusion, the teacher needs to examine the disability of the student and ensure that the game is appropriate to the student’s needs.

References

Hersh, M., & Leporini, B. (2018). Editorial: Serious games, education and inclusion for disabled people. British Journal of Educational Technology, 49(4), 587–595. https://doi-org.proxy.bsu.edu/10.1111/bjet.12650

Jiménez, Marta & Pulina, Francesca & Lanfranchi, Silvia & Jiménez, Rodríguez. (2015). Video games and Intellectual Disabilities: a literature review -IRCCS Life Span and Disability. Life Span and Disability. 2. 147-165.

Digital based games in the classroom may be a controversial issue for many individuals. However, when one examines the purposes of games in the classroom, that perception may change.  There are several purposes for games in the classroom. According to Huizenga et al. (2015) the purposes of gaming include cognitive learning outcomes, motivational outcomes, and the development of soft skills.

Huizenga et al. (2015) found that teachers reported students experienced engagement, motivation to learn, student learning, and general skills when playing games in their classrooms. The authors report that teachers shared students invested time, high level of engagement, and competition with other students increased the engagement. Motivation to learn was reported by teachers because the students were more interested to learn the subject matter and had a better understanding of the value of information (Huizenga et al., 2015) Student learning was increased by the following: safe environment, received direct feedback through their actions in the game, students made mistakes and learned by those mistakes, and visualization of the process was experienced (Huizenga et al., 2015). Lastly, general skills were learned in a collaborative effort which increased learning (Huizenga et al., 2015). The authors report that the soft skills or communicative skills improved.

 Furthermore, McTigue and Uppstad (2019) discuss that the purpose of games in the classroom is not for entertainment as in serious games, but rather for the goal of learning. Additionally, the authors report it is through the games that student foster competence by seeing their own growth. In addition, the authors report that games foster relatedness and community by partnering up with other students, share a screen, negotiate answers, and discussing the topic on the screen.

            In summary, games in the classroom have a specific purpose. Join me in my next post when we explore age/grade issues in gaming practices.

References

Huizenga, J. C., ten Dam, G. T. M., Voogt, J. M., & Admiraal, W. F. (2017). Teacher perceptions of the value of game-based learning in secondary education. Computers and Education, 110, 105-115

McTigue, E. M., & Uppstad, P. H. (2019). Getting Serious About Serious Games: Best Practices for Computer Games in Reading Classrooms. Reading Teacher, 72(4), 453–461

Digital based games in the classroom may be a controversial issue for many individuals. However, when one examines the purposes of games in the classroom, that perception may change.  There are several purposes for games in the classroom. According to Huizenga et al. (2015) the purposes of gaming include cognitive learning outcomes, motivational outcomes, and the development of soft skills.

Huizenga et al. (2015) found that teachers reported students experienced engagement, motivation to learn, student learning, and general skills when playing games in their classrooms. The authors report that teachers shared students invested time, high level of engagement, and competition with other students increased the engagement. Motivation to learn was reported by teachers because the students were more interested to learn the subject matter and had a better understanding of the value of information (Huizenga et al., 2015) Student learning was increased by the following: safe environment, received direct feedback through their actions in the game, students made mistakes and learned by those mistakes, and visualization of the process was experienced (Huizenga et al., 2015). Lastly, general skills were learned in a collaborative effort which increased learning (Huizenga et al., 2015). The authors report that the soft skills or communicative skills improved.

 Furthermore, McTigue and Uppstad (2019) discuss that the purpose of games in the classroom is not for entertainment as in serious games, but rather for the goal of learning. Additionally, the authors report it is through the games that student foster competence by seeing their own growth. In addition, the authors report that games foster relatedness and community by partnering up with other students, share a screen, negotiate answers, and discussing the topic on the screen.

            In summary, games in the classroom have a specific purpose. Join me in my next post when we explore age/grade issues in gaming practices.

References

Huizenga, J. C., ten Dam, G. T. M., Voogt, J. M., & Admiraal, W. F. (2017). Teacher perceptions of the value of game-based learning in secondary education. Computers and Education, 110, 105-115

McTigue, E. M., & Uppstad, P. H. (2019). Getting Serious About Serious Games: Best Practices for Computer Games in Reading Classrooms. Reading Teacher, 72(4), 453–461

While many parents, teachers, guidance counselors, or community members may argue that digital games are toys and just for fun, the research indicates that this not true. Game based learning is full of rich, substantial, and educationally meaningful benefits for the student. The elements in game-based learning provide students with meaningful benefits and teachers need to determine what content and skills will be presented to achieve the learning objective. Plass et al. (2015) discuss the foundations of game- based learning, the importance of the subject matter content and skills, and four functions that the games serve for the student developed by the teacher. This serves as an important reminder to teachers in determining how games will be presented to students to achieve those goals.

Plass et al. (2015) discuss the preparation of future learning. When presenting this function of a game to student, the game does not have its own specific learning objective, but the focus is to assist students in shared experiences that may provide a foundation for future learning (Plass et al., 2015). After the game, the students may be involved in a class discussion regarding the information from the game (Plass et al., 2015).

A second function of games should be for the teacher to teach new skills and knowledge for the student (Plass et. al, 2015). The student is introduced to the new skill in the course of the game. Additionally, new knowledge is presented. The teacher may use this format as an alternative to traditional lecture format. Games provide the opportunity for the student to fail- a graceful failure. Games provide the lowered consequences and may encourage that student to take a risk with a concept, explore, and try something new (Plass et al., 2015).

A third function and purpose of games for the teacher should be to practice and reinforce existing knowledge and skills (Plass et.al., 2015). The games provide the teacher with a format to allow practice and repetition with the skill. Additionally, the game will allow the student to automate the existing knowledge.

Lastly, a fourth function of the game should be for the teacher to assist the student in developing 21^st century skills (Plass et al., 2015). Games provide formats for students to have opportunities to develop more skills. The skills that they need to develop include: teamwork, collaboration, problem solving, and communication (Plass et al., 2015)

In summary, many individuals may feel that games are just for fun. This is not the case. When teachers provide parameters for students, the students make meaningful gains in many areas.  Teachers need to have a clear learning objective for their students. Plass et al. (2015) provide a thoughtful review of functions of games that provide those meaningful objectives for students.

Join me in my next blog post review the purposes of games in the classroom.

References

Plass, J. L., Plass, J. L., Homer, B. D., Homer, B. D., & Kinzer, C. K. (2015). Foundations of game-based learning. Educational Psychologist, 50(4), 258-283.

Games in the classroom have been around for 40 years. Games influence learning in a variety of ways. According to Papadakis (2018) research shows that games can stimulate cognitive processes for the student that include: problem solving, making inferences, increase deductive and indicative reasoning, reading explicit and implicit information.  

            Furthermore, games in the classroom can increase student motivation in a safe environment and provide scaffolding.  According to Papadakis (2018) the safe environment of putting information in an inside world which provides more contexts is called the “sandbox principle”. Additionally, the games provide scaffolding learning which is a temporary assist for learning to the individual and the support is reduced gradually as the learner improves in the skill acquisition (Papadakis, 2018).

            Reasoning, problem-solving skills, and critical thinking skills are increased for students when playing games by increasing active involvement for the student (Papadakis, 2018). The student may enter a “flow” state” which has been described as engagement in an activity so intense that time becomes distorted, their self-conscious disappears, and the complex goal directed activity is for the purpose of doing the activity and not for the external reward of doing the activity (Papadakis, 2018). Additionally, the development of critical thinking skills may be integrated into the learning process by increasing the desire of the study to play the game.  

            In addition, age and learn ability may be diminished by classroom digital games. Students of different abilities may play the same game (Papadakis, 2018). The game may provide the right environment for the students to work together to accomplish the common learning goal set by the teacher regardless of age or disability (Papadakis, 2018).

            Lastly, games assist in taking subject matter and discover relationships within that context (Papadakis, 2018). Traditional teaching may involve drilling, memorization, and quizzing which only isolates the facts rather than create the relationships (Papadakis, 2018). Digital games take those facts and develops relationships while providing the motivation and interest (Papadakis, 2018).

            In summary, the research indicates that digital games in the classroom influence learning. Take this journey with me to our next step to discuss the concept of games are not just for fun.

References

Papadakis, S. (2018). The use of computer games in classroom environment. International Journal of Teaching and Case Studies, 9(1), 1. doi: 10.1504/ijtcs.2018.10011113 

           

Let’s take a journey about games in the classroom. I’ll define games, how games influence learning, discuss games are not just for fun, purposes of games in the classroom, role of ergonomics, appropriate uses, and many more exciting topics.