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Digital Games in Education
Love them or hate them, digital games are here for the long haul. It is easy to dismiss these games as distractions, especially when evidence shows that some children are even addicted to playing computer games (Harris, 2001). Since the first commercial computer game, Computer Space, in 1971, digital games now occupy a large part of our children’s free time. However, they also play an increasingly important part of our culture, especially in today’s world of technology and interconnectedness – our children are growing up with iPads, smartphones and notebooks!
Digital games can be a powerful platform to support student learning.
The tools needed to succeed in life are not limited to reading, writing and arithmetic, but go beyond areas such as problem solving, collaboration and communication, skills sought by employers. These skills are also needed for success in games, as noted in 2005, when the Federation of American Scientists, the Entertainment Software Association, and the National Science Foundation brought together nearly 100 experts to discuss ways to develop the next generation of learning games.
Advantages and disadvantages of digital games in education
Digital games are believed by many to complement traditional classroom learning – some proponents have flagged this as a potential area of ”edutainment”, content with a high degree of educational and entertainment value. The benefits of such games to support student learning have been explored and include:
- It helps the learning process. The learning process is a complex cognitive task that requires a lot of effort from students to cope with.
- It provides an interesting and stimulating environment.
- Increases motivation, retention and performance (especially for students who struggle to focus)
However, there are limitations to using this as a pedagogical tool. Many educators believe that digital games must be well designed and easily adapted to fit the curriculum. A well-designed educational game would require elements of animation and gamification, including mini-games, bonus points and leaderboards. Such customized games would require a large investment of both time and money from schools. Teachers could purchase standard educational games, but they may not meet the needs of the curriculum or school.
Types of digital games and platforms
How can digital games best be applied in the classroom? Depending on the learning outcomes, different genres of these types of games can be implemented. For example, strategy games can be used for projects that require critical analysis and collaboration. Simulation games, on the other hand, allow students to experience scenarios that would otherwise not be possible in the classroom, such as urban planning or scientific experiments in the absence of a laboratory. Technologies that can be used as pedagogical tools range from immersive role-playing user experiences (eg augmented reality, 3D, Kinect) to simpler platforms such as the iPad.
Conclusion
Research has shown that digital games are effective in enhancing the learning and teaching experience in the classroom. But there are also limitations to its use. Firstly, schools will be required to invest time and money in developing a good custom digital game to suit their needs. However, once this is overcome, the benefits are enormous.
reference:
Harris, J. (2001). Effects of computer games on young children: A review of research.
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