Although relatively new, academic research into the convergence of computer games and education is fast becoming one of the key issues concerning the evolution of computer game technology. Much of the research into this area suggests that computer games have a’ tremendous capability as an educational medium that can be utilized in educating a new generation of students weaned on computer games’ (Jaykanthan, 2002:98). The immense potential and possibilities for computer games to revolutionise existing educational frameworks has become a hot topic in both education and the gaming industry. With such strong focus on the issue, it comes as no surprise that the implications of incorporating computer games into an educational framework have become prevalent topics.
The most obvious implications of the technology/education relationship can be simply divided into positive and negative responses to the phenomenon. Positive responses reflect the opinion that computer games in general help to develop unique skills that are useful and valuable for children growing up in a technology-driven society. Educational computer games are also being praised for their incredible ability to hold the interest and attention of pupils for longer than more traditional teaching methods. Games as a whole are one of the most interesting ways for pupils to learn new things (Jaykanthan, 2002:99). Computer games provide an exciting and interactive medium for game play within education.
To justify the incorporation of computer games into and education system, it is vital that both the risks and the benefits of the relationship be thoroughly explored. Currently, the risks are mostly associated with the fear that computer games within education will impact negatively on the role of teachers, and also that introducing a computer-based learning system into the classroom would promote laziness amongst pupils. This idea is common in the minds of many, and stems from the notion of computer games as being an anti-social form of play.
game developers are not designing educational games to substitute physical learning such as sport lessons, but rather as tools to enhance the development of important computer-based skills that will spill into other areas of learning and society. The games are designed in accordance with educational goals, and can range form covering everything from computer navigation skills and problem-solving, to creative development.
Educational games can make a significant and positive contribution to the classroom if carefully incorporated into everyday learning. Studies have shown that even non-educational computer games can enhance a child’s’ learning through ‘encouraging students to seek alternatives, make predictions and inferences, navigate through unfamiliar systems and processes, and take calculated risks’(Pillay, 2002:337). Educational games are designed with specific educational goals which are sensitive to both the requirements of teachers and the educational needs of students. If incorporated successfully into an educational framework, research shows a significant and positive educational outcome is likely to be achieved. It has also been suggested that through using educational computer games to supplement traditional classroom lessons, teachers can place a greater emphasis on teaching their students other important skills such as ‘critical thinking, social skills, sense of empathy, community involvement, respect for diversity, and interpersonal communication’(Bergen, 2001:115).
The use of educational computer games, like technology in general, will continue to grow. So, it is important that the game technology be incorporated into the education framework carefully, and responsibly. The responsibility lies not only with the teachers supplying the material, but also with those who develop the games’ content, the designer’s, and with the students who use them. If responsibility is taken, educational computer software has enormous potential to enhance the learning experience within existing educational frameworks.
References:
Bergen, D. (2000/2001) ‘Education or Edu-tainment?’ Childhood Education, vol.77, no.2, pp.114-117. [Online] Available: Academic Research Library Database. [Accessed 4 Aug. 2004].
Jaykanthan, R. (2002) ‘Application of computer games in the field of education.’The Electronic Library, vol.20, no.2, pp.98-102. [Online] Available: Academic Research Library Database. [Accessed 4 Aug. 2004].
Pillay, H. (2002) An investigation of cognitive processes engaged in by recreational computer game players: Implications for skills of the future.’ Journal of Research on Technology in Education, vol.34, no.3, pp.336-351. [Online] Available: Academic Research Library Database. [Accessed 3 Aug. 2004].
Useful Links:
Video Game Theory Forum:- http://www.Ludology.org
Education Arcade [Homepage of The Games-To-Teach Project] http://www.educationarcade.org
Game Studies Online:Homepage of the International Journal of Computer Game Research:- http://www.gamestudies.org
--Dannii Foley 10:23, 29 Oct 2004 (EST)
