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The effect of video games on children
Can video games be educational
The effect of video games on children
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Educational games for children have been widely used in supporting learning in-side and out of school and a growing interest have appeared for the potential of digital games to deliver effective and engaging learning experiences [8]. There is a variety of computer games and software that intend to assist users to achieve various educational goals. Well-known educational software is the project Scratch from MIT Media Lab [9], a programming language for learning to code. With Scratch users can program their own interactive stories, games and animations by putting together images, music and sounds with programming command blocks. It is a desktop application with an online community where children can share their creations with other people all over the world. Apart from children, educators also have included Scratch activities in a wide range of learning environments. Monterrat et al [10] in their study claimed that game moding as an educational activity could be interesting not only to learn programming but for any kind of learning. Their pedagogical tool allows people without game design skills to modify and share digital games. It allows a learner to become a teacher by designing an educational game that others can use to learn. Their main assumption is that if learning a game helps students to acquire the knowledge then be able to change the game can provide students with the ability to deeply learn the content.
Narrative architecture and ludic design are two major approaches in contemporary video game theory. They both also play an important role in teaching and learning as a part of an educational game. Lester et al. [11] described the design issues and the empirical findings about motivation in narrative-centered learning e...
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...embedding interactive narrative in multimodal learning environments for social skill improvement of children with ASC. Castelhano et al. [21] studied therapeutic activities for children with developmental disabilities with the use of multisensory stimulation environments and documented its perception concerning ludic content, play and the computer-mediated ludic activity. The main theme that emerged from their study regarding playfulness was that the computer-mediated ludic experience is perceived as useful for intervention.
In general, educational computer games for children that combine ludology and narratology can provide an effective and engaging learning experience. Hence, devel-oping learning environments that are both story-telling and play-base by combining narrative and ludic may empower children to achieve great impact, improve deficits and gain new skills
Information Communication Technology (ICT) is essential in classrooms for producing significant improvements in children’s reading ability (identification of letters, words, and sentences) in children with Autism Spectrum Disorder (ASD). Research conducted by Hagiwara & Smith Myles (1999) their conclusion was that visual cues used to explain social stories help children to understand the meaning behind the text. Howley and Arnold (2005) reflect the way in which a Social Story presented may be key to the success of the intervention used in improving literacy in children with Autism. For younger children, having the freedom to explore and reflect on the effectiveness of their actions through a combination of sensory and cognitive processing, gives rise to developmentally appropriate uses of ICT. The use of technology to support the Social Story approach may have several benefits including the use of visual information to improve meaning as many children with autism are visual learners Grandin, Dawe (2006). This essay will discuss the use of modern multimedia programs to teach language, emotion recognition, or social skills to individuals with ASD. Draws on (Williams, Wright, Callaghan, & Coughlan, 2002) Study that suggests that computerized instructional programs may be highly motivating and effective for enhancing receptive vocabulary acquisition for children with ASD. Furthermore, consider the use of ICT can cause stress and isolation with ASD children, and when used as an integrating component based on individual requirements social stories and ICT can improve literacy in children with ASD. Language may be delayed or impaired in individuals with ASD (APA, 2000). Many interventions for this population focus on the development of v...
One of the most widely deliberated topics when it comes video games with children is the violence factor. Psychologists Saleem, Anderson, and Gentile show that the impact on the children has to do with the content of the game. They assessed 177 children from ages 9–14 years old play a prosocial, neutral, or violent video game, and assessed helpful and hurtful behaviors simultaneously through a new tangram measure. Participants were told that they would play a video game by themselves, work together with a partner on a puzzle task, and that they would choose 11 tangrams for their partner to complete (there was no actual partner). If their partner completed 10/11 tangrams within 10 minutes, their partner would win a $10 gift certificate. They were told that they would also receive 11 tangrams from their partner, and that performance would be scored but they were not eligible to win a gift certificate. Participants were told that one of the study’s goals was to determine whether a potential prize influences performance. In their conclusion, given the genre of game played, children can be influenced by the “helpful” or “hurtful” intentions of the actual game. Prosocial games increased helpful and decreased hurtful behaviors in a short-term experimental context with children. In contrast, children’s games with violent content increased hurtful and decreased helpful behavior.
In a special education classroom, a new world has been opened up. For the younger and lower engaged students, we have the online program starfall. This program is uploaded from the computer to the Smartboard. The students can work on vowel sounds, vowel rules and sight words all with radiant animation in color and sound. They see the words and sounds and make a visual connection. We can also use the online program Raz-kids for the student to read a story on their level of instruction. The teacher can also check the students’ comprehension with a quiz that follows each story. It is like being at a picture show. The big screen brings reading to a wonderful and pleasurable level. The program gives the teacher a report that tells what readi...
Assistive technology (AT) can help young children with disabilities fully participate in natural, inclusive learning environments (Sadao & Robinson, 2010). Through the use of AT devices, even the youngest of children are provided opportunities for developmentally appropriate play, movement and communication. In this paper, I will talk about the use of assistive technology to promote young children's participation in preschool learning opportunities. Furthermore, I will discuss a few of the many potential benefits of AT when used within the preschool special education classroom, including: opportunities for play, movement, and communication.
The question of the extent to which children learn through technological play is disputed. Most early years specialists agree that the best educational experiences are based on play. Some of the products available for young children use the concept of interactivity to claim they can accelerate progress in learning to read, write and use numbers. The learning toys are marketed at parents who want to get children ready for school but they are often based on mundane educational tasks disguised as entertainment. The so-called interactivity may well provide some initial motivation for learning but it rarely continues beyond the first few encounters and may even get in the way of the educational potential. Exposing young children to such technology presents hindrance to not only their physical and mental development, but their emotions as well.
In support of the belief that video games benefit people intellectually, there is a claim that game play provides cognitive, motivational, emotional, and social benefits (Granic, Lobel, Engels). In partial response, video games cannot offer cognitive benefits because they do not offer real life lessons. Yes, game play may allow someone to gain knowledge that will later be applied to the video game, but there are no positive real world techniques to be obtained. Playing video games will not increase and individuals motivational skills. The defense is made that failure within video games is intended to serve as motivational tools, providing multiple chances to reach success (Granic, Lobel, and Engels). While the feeling of success may be prevalent when an objective is completed, this fe...
In today’s world one thing you don’t hear everyday is learning is fun. For some it can be, but many children aren’t that excited to learn. What if there was a way to make learning fun for kids? Well there is, its called gamification. Gamifiction is the process of using game thinking and game mechanics to engage audiences according to Gabe Zichermann an educational gaming expert. Though its been said that video games cause laziness and violence in kids, we now know that video games can be a significant learning tool in early child development. Research has shown that video games help children with multitasking skills and can also increase fluid intelligence, which is the intelligence we use to solve problems (Zichermann). Video games may be more beneficial than we thought.
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.
In order to achieve this feat, Lekotek, a physical and cognitive therapy center for children with special needs, seeks to quantify the level of social interaction of each child with disabilities at the start and at the end of their individualized playtime with SIT toys. In order to quantify this an evaluation of each kid’s openness and extroverted behaviors that they showcase will be graded on a scale from one to five and then given again at the end of the hour-long play session. Openness and extroverted behavior can be identified through the child doing simple tasks such as making eye contact, saying hello or goodbye, acknowledging the concept of sharing, and also listening. Of course, each child will have a different disability and limitations hindering them, so even if they aren’t physically able to do one of these actions, they will still be able to convey the behavior in their own unique way that can still be evaluated and quantified. This data will help further the research that supports sensory integration
I can still see that there’s a lot of potential in the field of Education Gamification. Clearly there should be a way to help kids learn from what they do best – play. This is why many educators are looking into a variety of new tools and techniques in Education Gamification.
For non-verbal kids, icons or sing language can be an option to help with communication (p17). In our personal classroom in addition to these two we also use an electronic switch-activated speaking device that has sound and icons, our students enjoy it. Another thing we can do, is to add knobs to puzzles for children that cannot grasp items as well as others. On the other hand, when at recess or physical education I like the idea that the book provided as to “Assign roles during children’s play such as having a child with limited mobility be in charge of “’pumping gas”’ as the children riding bikes go by” (p18). This is a great way of including all children in the activities regardless of their abilities. Another fabulous idea the book provides is to use peer support as classroom models. The idea is to pair a child with a certain disability with a child that does not have that disability during certain activities, such as eating and class chores (p.18). Here each student can learn from one
Assistive Technology or “AT” is a term used in this context to describe an item or technique used to make the navigation of a home, school or play environment more accessible for a child with special needs (Lowenthal & Egan, 2003). This paper is written to explore some of the assistive technology (AT) options available to serve two children with special needs in separate circumstances. Low, mid and high tech options will be addressed with regards to the specific needs and intentions of the parents and teachers in each child’s life. Attached is a table offering options for assistive technology in the classroom to support the educational goals of each child.The first case study addressed in this paper is Savannah, a three-year old student who is wheelchair bound. She has a seizure disorder and has been diagnosed with spastic cerebral palsy. She has limited vision but seems to be able to recognize items presented to her such as shapes and colors. Savannah participates in “social” language. She loves music and cause/effect activities. She knows all of her colors and shapes, is able to recite the alphabet by rote. In written word, Savannah recognizes both her name and those of her classmates. Savannah’s parents have expressed a desire to have her placed in a more restrictive classroom, and her teacher is interested in working more to support Savannah in the areas of writing and organizational skills. Some assistive technology suggestions for use in supporting Savannah are discussed below. Because Savannah’s teacher is working on encouraging Savannah in the area of writing, assistive technology options to support this area of development will be discussed herein. A low-tech ...
... CLD info sheets: assistive technology. Council for Learning Disabilities. Retrieved on April 24, 2005, from http://www.cldinternational.org/c/@CS_yKIo7l8ozY/Pages/assistive.html
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.
The concept of “edutainment”- the hybrid of education and entertainment has existed almost as long as video games have. Evidence of this is The Oregon Trail, a game about the colo...