Are Educational Games Effective
Learning Tools for Secondary Students?
The issue that I have chosen to
address concerns educational games and their effectiveness as learning tools
for secondary students. It is very apparent that educational games are used in
the elementary classroom setting, and with seemingly much success and encouragement,
however, are these types of games still effective learning tools for older
students? I chose this issue because it seems to me that educational gaming is
looked upon (at least from my experience with administration) as not being
educational at all in the secondary setting; there is no real value in
educational games. I really became of aware of this problem through my own
experiences in the classroom. I do use educational games as a learning tool for
middle school students, and I am a believer in their ability to engage students
in the educational process. After all, I enjoy learning and learn better when I
am fully engaged; educational games are one avenue that can allow this to
happen. However, I have heard administrators and other teachers discuss the
arguments of educational gaming and how they are really a waste of time.
This question is not only important to
me, but it is important to other teachers that may be able to implement
educational gaming into their own classes, principals, superintendents,
parents, and students. I think this affects anyone in relation to the school
environment. Teachers and administrators want to increase student achievement,
parents want their students to get good grades and be successful, and students
want to enjoy learning. I think everyone has a vested interest in educational
gaming.
One article that I read called “Digital
Game Based Learning: It’s Not Just the Digital Natives Who Are Restless,” stated
that “a majority of people believe that games are engaging, that they can be
effective, and that they have a place in learning.” I believe this to be true;
the only issue is now that we have the attention of everyone in relation to
educational gaming, the articles states “we need research to support why DGBL
is engaging and effective, and practical guidance for how games can be
integrated into the learning process.” I think this last statement is important
because many opponents of educational gaming argue that games just turn into “play”
when they are not effectively integrated; which is probably true as well.
Another article that I read called “Games
and Learning” makes an important point when it states that “Many educators
neither play nor develop games. How much skepticism about the educational value
of games is tied to a lack of experience with them?” This is very true in many
different arenas. How many times are people resistant to something because they
are unfamiliar or uncomfortable with it? This is a common issue whenever
integrating technology into the classroom is the topic of discussion;
especially with teachers who have been teaching for many years. I liked that
this article discussed ways to integrate games into the curriculum. It provided
a clear understanding that not all games are educational and not all games are
going to be effective either. It then went on to provide tips on how to
reintroduce games into education.
Works Cited
R. Van Eck,
“Digital Game-Based Learning: It’s Not Just the Digital Natives Who Are
Restless,” EDUCAUSE Review, Vol. 41, No. 2. <http://edergbl.pbworks.com/w/file/fetch/47991237/digital%20game%20based%20learning%202006.pdf>
Diana G.
Oblinger, “Games and Learning,” Educause Review Online, <http://www.educause.edu/ero/article/games-and-learning>
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