Introduction
Teaching is an important theme in our life whereas the new attitude in education is recently directed to move from the traditional methods in teaching children to the modern ones.
Truly, teaching at school, and especially in the primary stage should be great fun, whereas using games as a technique can assist in supporting the students’ concentration and performance. Consequently games employment in schools can add a value in teaching, along with developing the student’s abilities, evolving their awareness and enhancing the education process.
This paper attempts to articulate with an in-depth discussion of the article written by Chow and Woodford (2011), titled “Deal or No Deal: using games to improve student learning, retention and decision-making”.
The paper will take into account three main points, the article’s purpose, its methodological analysis, and its findings connected to the conclusion.
Analyzing the Article
Purpose
The authors of this article stated that students retention and understanding could indeed, be improved and enhanced by providing them alternative environments and learning activities. These alternative activities might include games simulations and exercises which highly stimulate the student’s interest through the educational process.
This sounds true focusing on the arguments of Aliya (2002), that implementing new techniques is actually easy to be learnt and understandable by these children. Moreover, at this stage students are obviously picking problems that may be easily solved focusing on their real learning challenges.
On the other hand, learning Math if viewed seriously, is a very scary task for children. In addition students often fail to understand that they cannot just me...
... middle of paper ...
...nes, V. (2004). Creating effective programs for students with emotional and behavior
disorders: interdisciplinary approaches for adding meaning and hope to behavior change interventions. Pearson. ISBN:9780205322015
Mayer, R. E. (2001). Multimedia Learning. New York:US, Cambridge University Press.ISBN:0-521-78749-1 .http://search.proquest.com.ezproxy.aut.ac.nz/
Neumark, D.(Ed.) (2007) . Improving School-To-Work Transactions.New York: US, Russell Sage Foundation.DOI:10.1177/0730888408315957
Thomas, M. (2003). Blending Qualitative and Quantitative Research Methods in Theses and
Dissertations: Research Methods in Theses and Dissertations. Corwin Press. ISBN:0761939326, http://aut.lconz.ac.nz
Pan,Wei.Tan,Mei(2004). Examining the effectiveness of innovative instructional methods on reducing statistical anxiety for graduate students in the social sciences.Journal of
The reader will find this paper has two main sections and a closing. The first will provide the previous discussed critical analysis and then a brief summary of the overall value of the systematic research. The second provides the current author’s reflection on his approach to his dissertation.
The aim of this paper is to explore and critically analysing two research articles. The critical analysis will explain the importance of the study, evaluate design and research method used in those articles. To identify any gaps it will provide the literature review in those researches and possibility for the new study. The project plan, for the possible research will be developed on a potential gaps and the essay will finish with the conclusion.
Most of the games mentioned can be beneficial and fun; even if they do not require as much activity as other, they can still benefit cognitively, socially, and emotionally. However, I think these games are more like “Fun Friday games” where the children get to pick their favorite games and just have fun with it. Students can play the same game or different ones in groups. This would give the students the opportunity to pick an activity. It also gives the students the opportunity to take leadership in a group. Students can be picked randomly, that way, some students can get to play with different
The paper opens with review of literature related to the study and proceeds with research framework. Then it presents research methodology along with results. The paper consummate with discussions, conclusions and limitation.
Video games are not always just for entertainment or to have fun, sometimes they can be of educational value toward many things or help develop your personality, most of the time people play games for more than just fun but to learn new ways to do some things in real life.
Teaching Games For Understanding Model is the topic that I researched. This teaching model was created by Rod Thorpe and David Bunker from Loughborough University. The abbreviation for Teaching Games For Understanding Model is TGFU. This model was made for students to help educate them about the games they play in Physical Education. This learning model does not reflect on the performance from the student. It focuses on teaching student’s skills and key concepts in the classroom. There are six stages in TGFU that specifically target an important skill or concept that the student needs. The following six stages are Game Form, Game Appreciation, Tactical Awareness, Decision Making, Skill Execution, and Performance. All of these stages combine to make one goal of educating students with the skills and concepts they need in Physical Education, sports, and life.
Modern classrooms are essential to students and their education. the learning space should be contemporary and enable for learners of all learning styles and methods. it is essential that focus is on the learner and that their environment is created to aid them. As stated, it is important for classrooms to implement both a behaviourist approach as well as a social-cultural approach. this allows for the lack of intimate education with the child on a personal level to be achieved and create self-fulfilled learners. It caters for a broader range of teaching and allows for students to be taught more creative principles, where the behaviourist approach fails.
If we can harness/utilize the energy, motivation and sheer potential of their game-play and direct it toward learning, we can give students the tools to become winners in real game of life.
Presently, video games aren’t merely toys that negatively influence the youth. They have become an alternative means for people to learn and train for work. Games teach values and essential information, and motivate its players to achieve goals. Soldiers and doctors benefit from video games as well. The collaboration of game developers and educators helps improve the quality of educational games. At present, as technology progresses, one can truly see that video games have become an important factor in learning.
Throughout my learning in school, I’ve learned that there are multitude of ways teachers teach and most of them have their own style, but to some there may be certain techniques that every teacher uses that are terrific or awful. There are numerous ways to improve the tasks given to students: Hands-on learning, having dialogue with the students one-on-one if needed, and games can help learning. Each person is different in their own individual way to learn, but I personally believe that these could improve my education the most.
In conclusion, while selecting articles to use for this research, these particular articles proved to be very useful. They both met the criterion for the purpose of research information, as well as having current information on the topics.
In this step the Researcher collected material from journals, magazines,various books and internet suffering. The statements were given to 25 experts for checking errors and their views regarding the problem.
There are several negative stereotypes associated with video games and those who play them; some of these may often hold true. However, there are plenty of learning opportunities in video games. While the direct purpose of some games is to educate or train, other games that do not directly have this purpose can still become a learning experience for the player. As Ntiedo Etuk, president of the educational video game company Tabula Digital said, “The traditional view of video games has been that they are distractions from the task of learning” (Electronic Education Report 1). Video games are an effective tool for learning and retaining skills both inside and outside the classroom environment. The basic cycle of game play--the introduction to the game, game play, collaboration, improvement of these between each round, and evaluation at the end of the game (Klievink and Janssen 159)--are nearly parallel to the traditional classroom learning cycle of reading a textbook or listening to a lecture, taking a quiz, studying, focusing on items missed on the quiz, and taking a test or exam. Within this cycle, there are many opportunities to develop and perfect both educational, life, and occupational skills.
Some children find that mathematics is too abstract and does not connect to their daily life. They may find mathematics boring and irrelevant. Children who are forced to learn mathematics through rote memorization might find that they do not understand mathematical concepts and are unable to solve problems at a higher level as their foundation and grasp of basic math concepts are weak. Children who are forced to sit still and learn math by doing many worksheets may develop math anxiety and an aversion to numbers.