Introduction:
Topic: Student achievement in the secondary grades is extremely important; digital game based learning is a sure way to keep secondary students engaged in the learning process, subsequently, increasing student achievement. We are currently in a technology revolution in all aspects of society. Technology has affected the way people communicate; operate businesses, how students learn, and how teachers teach. With this rapid onset of technology in our world, students are affected in ways that others may not be. In many schools, students are forced to “power down” when they enter. The way teachers teach has not caught up with the way the students of this generation learn. One way to engage secondary students in the learning process and increase achievement in the long run is to implement digital gamed based learning into the curriculum. There are many interactive programs available for a wide array of subject areas. This literature review will help showcase the benefits of Digital Game Based Learning in the secondary classroom.
Overview: The overall trend in the educational community is technology integration, though Digital Game Based Learning has had some resistance over the years. There are many options available as far as technology in the classroom. One way students can learn and enjoy it at the same time is through Digital Game Based Learning. Van Eck (2006) stated that “A majority of people believe that games are engaging, that they can be effective, and that they have a place in learning. We need research to support why DGBL is engaging and effective and practical guidance for how games can be integrated into the learning process.”
Rationale: There have been numerous published works by the staunch proponents of DGBL, with many people openly supporting educational games at the elementary level; but what about educational games at the secondary level? Researching the benefits of DBGL at the secondary level will hopefully bring a wider acceptance among professionals in the educational community. The articles that were reviewed support the integration of DGBL learning not only in secondary classrooms, but in classrooms at every grade level. The articles provide important information, research, and studies, from educational researchers who have been pioneers not only in DGBL, but educational technology overall.
Body:
Kinds of Works Reviewed: The articles listed in the literature review were written by educational researchers who are educational technology professors, CEOs, and the like, some participating in group research studies, that have had their work published in scholarly journals and publications. The literature presented will set the stage for the grand possibilities that DGBL can bring to the classroom. Readers will gain a clear understanding of all aspects that are involved in successful DGBL implementation at the secondary level. They will also be introduced to the specific advantages of DGBL that can address the negative perspectives of its opponents.
Description of Selected Important Works: There are a large number of scholarly articles and studies that support DGBL implementation within secondary classrooms. In the article “Digital game-based learning once removed: Teaching teachers,” Katrin Becker, a retired computer science professor, created a course for educational professionals that focused on digital game based learning. Becker states that “Teachers cannot be expected to embrace digital games as a tool for learning unless they have a sound understanding of the potential as well as the limitations, and are confident in their ability to use games effectively to enhance learning.” The article is a change of pace compared to the other articles in that it focuses on the other aspect of the success of digital gaming in the classroom, the teacher. Becker gives an in depth view of the course that she taught and how those key elements play a role in educational games in the classroom.
Bourgonjon et al (2011) shift focus in this article off of the teachers and students and look at how parents perceive video games in the classroom. The authors completed a survey based on the participation of 858 parents who were surveyed on student use of video games in general, and video games used in the classroom. Bourgonjon et al (2011) discuss the negative effects of video games as well, an important perspective. The authors state that “Teachers, students and policy makers appear to be influenced by what parents think about games in the classroom. Therefore, it is important to study these parental beliefs about games.”
Gee (2008) poses the question “Why is a long, complex, and difficult game motivating?” As Gee delves deeper into the answer to this question, he supplies us with a list of principles to look for within the design of a game. “The stronger the game on the features of the list, the better its score for learning,” he says. The list is divided into three sections: Empowered Learning, Problem Solvers, and Understanding. I like the fact that this idea takes on the perspective of the game designer and the design of the game relative to learning.
In Oblinger (2008) Diane Oblinger, the President and CEO of Educause, explains her thoughts on games and learning and their ability to bring play back to the learning experience. She discusses four main ideas concerning digital games in education: a background of games in education, effective learning environments, teaching with games, and reintroducing games into education. Oblinger focuses on digital games past the early grades. In doing so she states, “Ignoring the educational power of games dismisses a potentially valuable learning tool. Digital games, in particular, carry enormous potential to draw students into a topic and help them learn information, skills, attitudes, and ways of thinking.”
Papastergiou (2009) discusses a study that revolves around a study of 88 Greek Computer Science students and how learning effectiveness and motivational appeal of a video game have an effect on learning. One very interesting aspect of this article and study is that it also focuses on gender bias within video games to see if it would have any effect on the effectiveness of these games in an educational setting considering that both boys and girls play these games. In the initial study, the students were split into two groups, one group having a game application involved and the other not.
Van Eck (2006) argues his theories behind the importance of Digital Game Based Learning (DGBL) in education and categorizes is thoughts into five main topics: “why DGBL is effective and engaging, how an institution can leverage those principles to implement DGBL, how faculty can integrate commercial off-the-shelf (COTS) DGBL in the classroom, what DGBL means for institutional IT support, and the lessons we can learn from past attempts at technological innovations in learning.” Van Eck does a wonderful job covering all technical aspects of a successful implementation of DGBL in a 21st century learning environment.
Yang (2012) focuses on the study of DGBL and how it affects student’s problem solving skills, learning motivation, and academic achievement. In order to provide evidence in these areas a study was conducted in which 44, ninth grade Civics students were randomly assigned to two groups, one group utilizing DGBL and the other being taught using traditional methods. The study lasted total of 23 weeks. The results showed a few promising things: “digital games are effective in improving problem-solving skills, problem-solving skills require time to develop effectively, DGBL outperformed traditional instruction in terms of learning motivation, and digital games can create a positive learning environment.”
Conclusion: The articles presented in the literature review fully support the positive effects that DGBL implementation can have in secondary classrooms. DGBL is a valuable learning tool in education today. With students learning in newer ways than ever before, it is imperative that teachers are able to utilize technologies that will develop this new learning style. DGBL is a powerful way to engage students in the learning process while simultaneously helping them to develop new information and skills. DGBL is another promising and effective teaching and learning tool in the ever growing and complex toolbox of a teacher.
References
Becker, K. (2007). Digital game-based learning once removed: Teaching teachers. British Journal Of Educational Technology, 38(3), 478-488. Retrieved from http://web.ebscohost.com.proxy2.cl.msu.edu/ehost/pdfviewer/pdfviewer?sid=31343b29-1268-4f94-ac67-f8828ac73ee1%40sessionmgr15&vid=12&hid=19
Bourgonjon, J., Valcke, M., Soetaert, R., Wever, B., & Schellens, T. (2011). Parental acceptance of digital game-based learning. Computers & Education, 57(1), 1434-1444. Retrieved from http://www.sciencedirect.com.proxy2.cl.msu.edu/science/article/pii/S036013151100008X
Gee, J.P. (2004). Learning by design: games as learning machines. Interactive Education Multimedia, number 8, 15-23, Retrieved from http://www.ub.edu/multimedia/iem/down/ c8/Games_as_learning_machines.pdf
Oblinger, D.G. (2006). Games and Learning, EDUCAUSE Review Online, Retrieved from http://www.educause.edu/ero/article/games-and-learning
Papastergiou, M. (2009). Digital Game-Based Learning in high school Computer Science education: Impact on educational effectiveness and student motivation. Computers & Education, 52(1), 1-12. Retrieved from http://www.sciencedirect.com.proxy2.cl.msu.edu/science/article/pii/S0360131508000845
Van Eck, R. (2006). Digital Game-Based Learning: It’s Not Just the Digital Natives Who Are Restless, EDUCAUSE Review Online, 41(2). Retrieved from http://edergbl.pbworks.com/w/file/fetch/47991237/digital%20game%20based%20learning%202006.pdf
Yang, Y. (2012). Building virtual cities, inspiring intelligent citizens: Digital games for developing students’ problem solving and learning motivation. Computers & Education, 59(2), 365-377. Retrieved from http://www.sciencedirect.com.proxy2.cl.msu.edu/science/article/pii/S0360131512000139
