The impact of video games on our brains is a topic of debate, with conflicting research findings. Some studies indicate that video games encourage learning, while others argue that they contribute to increased aggression in young individuals. Douglas A. Gentile states that the effects of games on our brains are not solely positive or negative and can vary depending on specific factors under investigation. Gentile proposes that researchers should focus on five aspects of video game design to comprehend these contrasting effects.
Video games are often praised or criticized by various groups, including gamers, parents, politicians, and the press. This can distort our understanding of their impact on people. The European Parliament has recently been discussing whether to limit children’s access to video games.
In a conflicting press statement, it was concluded that video games could potentially harm children’s minds. However, the Guardian published a headline stating that “Video games are beneficial for children.”
Nonetheless, psychologists and neuroscientists have conducted well-designed studies that are starting to reveal the true effects of video games. These studies suggest that video games have significant consequences on the brain which may not be immediately observable through behavior.
Due to the subtle nature of these effects, many people perceive video games as harmless entertainment.
According to research, video games can have both positive and negative effects. However, the discussion often oversimplifies this by categorizing them as either “good” or “bad,” similar to the narratives found in violent video games themselves (Douglas A. Gentile, July 23, 2009) (http://www.dana.org/news/cerebrum/detail.aspx?id=22800). On a more positive note, video gaming is acknowledged for its educational value and the benefits it provides to children who belong to the new “game generation.” These children are accustomed to a highly engaging virtual world that involves multitasking at a fast pace.
Video games have transformed how learners think by allowing them to process large amounts of information at the same time. These games are valuable for education because they can be adjusted to match a player’s preferences and needs by changing difficulty levels. Moreover, video games promote skills such as deductive reasoning, memory techniques, and hand-eye coordination. When software companies, parents, and educators work together, video games can become a powerful tool for children’s learning by making it both enjoyable and relevant.
According to Russell A. Sabella, educators should welcome the incorporation of educational games into constructivist learning due to their ability to provide both entertainment and educational benefits. These online computer games have become increasingly popular among teachers, parents, and children alike. It is essential not to disregard the potential advantages they bring in improving the learning process.
Online games have become a crucial part of the educational system, particularly in K-12 classrooms. These games allow students to develop digital literacy and computer skills, while also enhancing their academic performance in various subjects such as mathematics, languages, painting, physics, and management economics. The integration of online games into the learning process offers numerous benefits by providing children with enjoyable activities that help them improve their skills.
Games can be used as an assessment tool by teachers and parents to evaluate children’s skills and knowledge, although they may not provide a complete evaluation. However, educational games do allow for the assessment of students’ skills and learning progress. Despite the drawbacks of using games as a learning tool, such as those offered through the Internet, computer, or television, they have the potential to enhance children’s understanding of spelling, math, reading, and other subjects. Additionally, these games can help foster students’ interest in school.
Although educational games can have advantages, they can also have negative effects on students’ mental and physical health. It is recommended to use these games as a supplement and limit the time spent playing by encouraging studying or outdoor activities. However, excessive involvement with computer and online games can lead to physical discomfort like neck pain, back pain, repetitive strain injuries, eyestrain, headaches, fatigue, and mood swings.
To prevent physical symptoms, it is important for children to take breaks from playing the game and participate in physical activities like outdoor play or joining a school sports team. It is advised that they spend 30 minutes to an hour playing the educational game. Additionally, it is crucial to consider the impact of educational games on children’s mental health. There is a chance that they might develop a relentless desire to keep playing until they achieve success or progress. A study conducted at Newman University College in Birmingham, England revealed that this determination can result in low self-esteem or aggressive behavior if children frequently experience losses in the game.
Moreover, the excessive use of these games can result in social isolation and impaired social skills. It is vital for your child to interact with the real world and have meaningful interactions with family and friends. Additionally, educational games can take up a considerable amount of time that could be better utilized for studying, physical activity, or engaging in social activities. To address this problem, establish guidelines with your child regarding gaming and stress the significance of finishing homework or studying before engaging in any type of game, including educational ones.
Set time limits for playing educational games, to prevent him from wasting time. ( Chanel Adams) (http://www. ehow. com/list_6569922_disadvantages-using-games-learning-tool. html) What evidence is there that digital games can contribute to increasing students’ motivation to learn? Theoretical basis for motivation in video games Motivation and learning Motivation is one of the key elements to learning (Keller & Kopp, 1987; Astleitner & Leutner, 2000) as it stimulates students’ interests, supports individual and collaborative learning (Dillenbourg et al. 2009), and may in some cases be a predictor of students’ success (Pajares & Graham, 1999).
Because video games support intrinsic motivation and are believed to have a lasting effect on learners (Habgood et al., 2005), they have been used for educational purposes. It is widely accepted that learning involves both emotions and cognition (Malone, 1982; Piaget, 1951), and when players are engaged in intrinsically motivating activities, they are more likely to deeply learn and apply this knowledge in other settings, such as outside of school. Playing and motivation
Video games that are well-designed serve as excellent learning environments by incorporating sound educational theories and concepts. The success of players in these games relies on their ability to learn and develop skills, capturing their attention and evoking positive emotions that enhance the learning process (Baker et al., 2010). As players engage with these games, they often experience a state of flow, where they become fully immersed and motivated to achieve the game’s objectives despite encountering challenges (Csikszentmihalyi, 1990). Studies have demonstrated that this state of flow can positively impact learning outcomes (Webster et al., 1993; Kiili, 2005).
According to Malone (1982), video games can promote engagement and intrinsic motivation, encouraging players to learn about the game’s rules and mechanics. In addition, players may also gather information and learn even after the game is over. Bowmann (1982), Provenzo (1991), and Rieber (1996) have all observed that incorporating game mechanisms such as feedback cycles and intrinsic motivation into instructional settings can enhance learning activities.
Empirical evidence shows that video games, whether they are commercial, educational, or bespoke, have been used in various settings including primary education, secondary education, third-level education, and the industry. Scientific research has demonstrated that video games can effectively increase motivation to learn academic or nonacademic subjects such as mathematics (Lee et al., 2004; Kebritchi et al., 2010), science (Toprac, 2011; Squire et al., 2004; Barab et al., 2009), languages (Hainey et al., 2011; Rankin et al. 2006; Howell & Veale, 2009), history (Squire & Barab, 2004), software engineering (Navarro & Hoek, 2007; Shaw & Dermoudy, 2005; Papastergiou, 2009), medical training (Roubidoux et al., 2002), or raising awareness on sensitive topics like the environment (Klopfer & Squire, 2008) or healthy eating (Serrano, 2004). These studies have provided scientific evidence that video games can motivate students to learn academic skills both at school and at home (Toprac, 2011) and sometimes even encourage them to complete more exercises than in traditional settings (Lee et al., 2004).
According to research, students gain advantages from their prior knowledge and its application in gaming. Furthermore, studies show that students find pleasure in playing games and educators recognize the positive impacts they offer. Games improve students’ determination and self-confidence, leading some teachers to incorporate Game-Based Learning as a regular practice (Shaw & Dermoudy, 2005).
Although different video game genres were used in the experiments, such as Real Time Strategy games (RTS) and First-Person Shooters (FPS), MMORPGs are especially effective at enhancing intrinsic motivation by involving collaboration and puzzle-solving (Dickey, 2007). Video games are recognized for their ability to influence students’ attitudes and behaviors towards a subject, motivating them to continue learning even if it diverges from the curriculum.
Meta-gaming in games can enhance expertise by allowing players to gain extensive knowledge of the game and its mechanics. Additionally, video games can create an environment that raises awareness and improves understanding of real-life phenomena, such as the recent Haitian earthquakes, the Palestine conflict (Buch & Egenfeldt-Nielsen, 2006), infectious disease outbreaks (Neulight et al., 2007), or genocides in Darfur. Research shows that players become more interested in these topics and develop increased empathy towards characters. For instance, Buch & Egenfeldt-Nielsen (2006) demonstrated how Global Conflicts Palestine 2, an educational video game about the Palestine conflict, motivates students to comprehend the conflict from multiple perspectives for deeper understanding.
It is interesting to note that certain types of games, like MMORPGs, utilize learning resources and promote skills and knowledge that are not always recognized in formal education. These include peer-to-peer support and online discussion forums (Williamson & Facer, 2004). Considering individual differences, research has shown that video games have been particularly effective in engaging students who have low self-efficacy (such as those who lack confidence in their abilities), special needs, attention deficit disorders like AD/HD, autism, or Asperger syndrome (Amon & Campbell, 2008; Carr & Blanchfield, 2009; Saridaki & Mourlas 2011).
According to Betker et al. (2007), games can be utilized for the purpose of motivating patients to perform rehabilitation exercises and gaining insights into their condition, as observed by Kato et al. (2008). Studies have indicated that motivations differ among players based on factors such as gender, age, personality, and sociocultural background. Therefore, in order to achieve successful motivational outcomes, it is essential to incorporate personalized or customized mechanisms into video games.
Marty & Carron (2011) and Virvou et al. (2005) integrated a tutoring system that adapts to users’ knowledge and behavior into a Game-Based Learning environment. These experiments demonstrated a significant improvement in students’ motivation to learn through adaptive mechanisms in GBL.
In a study conducted by Deen & Shouten (2011), it was discovered that a game-based system that adjusts to users’ preferences or “internal regulations” can reduce the feeling of obligation to learn English among students. By playing an educational video game that fulfills their need for autonomy and connectedness, students develop a higher sense of motivation. The impact of various factors on learning outcomes in video games remains poorly understood, as identified by Wilson et al. (2009).
Several scholars, including Wishart (1990), Oxland (2004), and Staalduinen (2011), have identified various factors that can impact involvement and learning in video games. These factors include control, challenge, complexity, achievable and clear goals, hidden secrets, adaptation, debriefing, conflict, fantasy, mystery, and safety. Additionally, the narrative aspect of video games also contributes to increasing students’ involvement, as demonstrated by Waraich (2004).
The use of multimodal interaction and multi-sensory cues has been demonstrated to effectively engage learners and facilitate their adaptation to the interaction style. It also aids in understanding phenomena by offering new perspectives and quantitative representations (Salzman et al., 1996) (PatrickFelicia, 2011) (http://linked.eun.org/c/document_library/get_file?p_l_id=23126&folderId=24047&name=DLFE-756.pdf). The impact of incentives on the utilization of feedback in educational videogames is significant. Games for learning can be structured to provide instructional feedback tailored to specific student actions. Help menus with tailored hints and feedback or additional supporting information are commonly employed in help-seeking studies.
According to Aleven et al. (2003), research on help-seeking indicates that students often use ineffective strategies or avoid seeking help when they face difficulties. The relationship between help-seeking and learning has been primarily studied by examining cognitive factors like self-efficacy, the type of help provided, the timing and frequency of help, and how to teach the process of seeking help explicitly. However, motivating students to seek effective help and utilize feedback is still not well understood. Hence, this study concentrates on learning games that integrate gameplay with academic content.
If game play involves using, demonstrating, and evaluating knowledge or skills in a specific field, students may need to understand the criteria for their progress. By communicating a game’s scoring rules, assessment criteria can become clearer and more transparent. This study explores the effects of incentives for accessing feedback, along with varying levels of game explanation rules, on math achievement.
The learning platform was an educational videogame created for teaching students about fractions. The significance of feedback in learning is that it generally has a positive impact on learning, as stated by Nyquist (2003). Certain conditions contribute to the effectiveness of feedback, such as providing feedback that helps students understand the learning goals and the criteria for good quality work. Additionally, feedback should enable students to connect their performance to the goals and provide clear paths to achieve those goals.
Bangert-Drowns et al. (1991), Hattie & Temperley (2007), and Kluger & DeNisi (1996) have all studied the use of feedback in technology-based environments. However, it has been found that students often do not voluntarily access available feedback, which poses a problem as lack of compliance greatly reduces the potential impact on outcomes. Nelson (2007) conducted a study comparing the effect of different levels of feedback on student achievement in an immersive learning environment.
According to the study, the majority of students did not access the feedback provided. Additionally, there were no significant differences in the frequency of accessing hints between students who received extensive feedback and those who received moderate feedback. Van Eck and Dempsey (2002) conducted a study on the impact of user-initiated feedback via a pedagogical agent and found low levels of student utilization of the feedback. The authors emphasized the need for further research to explore ways to encourage its utilization.
Given the historical barriers, it is not surprising that students refrain from seeking assistance in technology-based learning environments. Studies conducted in classroom settings indicate that certain students view help-seeking as a public acknowledgement of failure and therefore a societal stigma (Karabenick & Newman, 2006; Puustinen et al., 2009; Ryan & Pintrich, 1997). Moreover, in game-based environments, accessing feedback has a detrimental effect on game pace, and certain games prioritize speed of play for progression.
Accessing feedback or available hints in certain technology-based environments is often discouraged and seen as a sign of low proficiency. For instance, in the PACT Geometry tutor, when a student receives a hint, their visible “skill bar” decreases (Aleven & Koedinger, 2000). Similarly, in some games, students are penalized for seeking help, resulting in the loss of points when a hint is accessed. The design approach employed in this study recognizes that incentives can convey the importance of certain actions within a specific context and encourage desired behavior.
Rewards and incentives serve as a means of indicating which actions or behaviors are promoted or discouraged within a specific community. This plays a crucial role in teaching individuals how to engage in learning and gaming communities (Rogoff, 1900; 2003). Using incentives to access feedback could be an effective method, particularly when studies using initially uninteresting tasks have shown that incentives can enhance learning (Cameron, 2001; Cameron & Pierce, 1994).
Additionally, incentives in video games are closely connected to performance and are often a permanent component of the activity. Game designers argue that incentives, whether in the form of rewards or punishments, are crucial for the enjoyment or sometimes the compulsion of the experience (Fullerton, 2008; Koster, 2005; Schell, 2005). Ideally, an incentive can change the relationship between seeking help and perceiving failure, showing students that seeking feedback is a valuable action that leads to proficiency (Girlie C. Delacruz, 2012)(http://www.cse.ucla.du/products/reports/R813.pdf).
The Ultimate Museum Description: As an unwilling student, you must navigate the annoyances and inconveniences of a less than stellar museum in order to complete your class assignment. But is there more to the “Ultimate Museum” than meets the eye…? (Yes, there is.) – Outwit museum guards! – Buy overpriced food! – Photograph artwork! – Check out the gift shop! – Fight monsters! – Take notes! – Plus more! Developed by Jonathan Estis for Museums and Society class project, Spring 2012. (http://www.textadventures.co.uk/review/513/)
