Annotation-Video Games and Education

Annotation by Riana Bucceri

09/28/2009

Summary/Analysis

DeAguilera, Miguel (2003, October). Video games and education. ACM Computers in Entertainment, 1 (1), 1-13.

The article Video Games and Education discusses the parallels of the video game industry and perceived norms. It also discusses the positive effects video games may have in the role of education and the reform that is needed in schools to keep up with advancing technologies. The text also explores past research and the lack of scientific data backing up ideas that video games can cause aggression, social disorder, addiction, etc.

How new technology and the video game genre relates to education is what I focused on in the piece. There has been evidence that video games can help develop cognitive skills, motor skills, critical/logical thinking, spatial geography, and strategic planning. The prospect of utilizing this gaming technology within the classroom and to what degree has yet to be identified in the public education system. As stated in the article many schools see implementing such programs as experimental and unsubstantiated as part of the daily curriculum.

There are many ways that video games can be effective in schools. The first barrier is to take the “video gamer” perception and leave it at the door when it comes to education. We need to change the norm that video games are only for leisure. If there is software and gaming technology that focuses on a particular aspect of learning and it opens up the door to further knowledge and understanding of the content then it should become a significant part of the educational system.

The authors sparked my interest in this particular subject matter and I would like to research further analogies and data. They have also listed many useful resources that I may use to further educate others and myself. These resources will also be valuable to use in my action research project that will include students and the use of technology in the classroom.

Resources/Quotes

“In adapting to the circumstances imposed by this new context society in general, as well as individuals, must make a serious attempt to acquire a comprehensive knowledge of the characteristics of change, in order to provide adequate solutions to today’s social problems. One of the most pressing of which is the reform of education and training. Hence, it is not enough to simply educate the population in the new media, its languages and the cultural universes to which it is connected. It is equally necessary to rethink, and even redefine, the educational system as a whole, its media, settings, methods, and the concepts on which it is based.” (4).

“Among other things, valid reform entails integrating electronic media, especially computers and the Internet, into school settings in order to correct the imbalance between students who have easy access to the Internet and those who don’t, depending on the economic and cultural capital they possess” (4).

“Mainly orientated towards written culture, a significant number of “experts” in the educational system still do not acknowledge, or accept, the positive potential of electronic media” (5).

“Nevertheless, the search for the most suitable strategies and actions to shape educational systems to the new era is an unavoidable task that is already being undertaken by public administrators, scholars, and educational leaders. Such an undertaking must be based on a sound understanding of social and cultural contexts, and of the new media that hold the key to potential educational reform” (5).

“…. in the last few years several initiatives have been developed with the sole purpose of exploring and experimenting on the relationship between video games and the academic curriculum; but these are isolated instances in their incipient stages, and are not incorporated into the educational teaching system” (5).

“Several authors proved that video games helped pupils to perceive their deficiencies and try to correct them. According to these researchers, the adaptability and versatility of video games, as well as the players’ control over them, motivate and stimulate learning, and make the games useful in cases of where children have difficulties concentrating. The immediate feedback provided by video games, and the need for a continuous response during play, challenge and a stimulate children and adolescents and arouse curiosity, which can be extremely useful in learning” (6).

“The first theory is related to classic platform, action, or arcade games, owing to their importance in the development and practice of motor skills. But the more elaborate video games require players to use their intellectual resources to the full. This, combined with the open character of the games, their difficult challenges, possibilities, and use of information, means the establishment of a real pedagogical constructivism” (9).

“Along these lines, Keller [1992] asserts that children who play video games obtain better results than non players in critical thinking, strategy development, and problem- solving tests. Based on this research, Bracey [1992] calls for the inclusion of video games in school curricula” (9).

“Knowing how the new media works and subjecting its values to a critical analysis is the best way of counteracting its influence. This is the objective of the studies conducted by Hepburn [2000; 2000], who suggests holding classroom discussions about the predominance of violence in the media and stresses how important it is to help pupils develop a critical attitude towards programs and video games” (10-11).

“These views are shared by Johnson and Reed [1996], who affirm the need to introduce media, both old and new, into school curricula and to normalize the relations pupils establish with it” (11).