Advantages of game play have been documented as a tool for improving students’ academic performance and engagement in learning (Garneli, Giannakos, & Chorianopoulous, 2017). One relative advantage is that games provide individualized instruction which can be used for remediation or enrichment to reach all students. Moreover, games offer varied teaching techniques compared to traditional lecture style lessons. This approach to learning can motivate and engage students in the learning process (Garneli et.al, 2017). Notably, games provide a remedy for motivating low performing students with curriculum that have been largely unsuccessful with traditional classroom strategies.
Game play can simulate real world problems while assessments can measure and track growth in learning. Positive outcomes have been recognized in the subjects of social science, science, and for language skill acquisition. More recently, studies have been used to understand the role of games for learning mathematics. However, results have been largely inconclusive (Chang et. al, 2015). Specifically, Chang et. al (2015) questioned if low, middle or high achievers benefit similarly from game play? His research found that a student’s math proficiency level correlates to learning performance in the game. His opinion is that this may be due to a less intimidating setting than the classroom. So that begs the question, what kind of games are right for students? In a research study, Jenkins (2014) discusses the “flood of “edutainment” games entering the market” and the difficulty in determining what games you should be employing for your students (p.60). More recently, in 2017, Garneli determined that the type of game play can and should vary. For example, narrative games, which Garneli defines as serious games, are promising to promote learning in STEM contexts. Yet, he found students preferred games to work on procedural math practices was more enjoyable without a narrative story. Lastly, the relationship between gender and game type can also play into game preference. However, the gender/game preference debate is still undecided since there is difficulty isolating many variables. Games should be offered in a math curriculum as purposeful instruction. The advantage is that it offers yet another learning method for student choice. References Chang, M., Evans, M., Kim, S., Norton, A., & Samur, Y., (2015). Differential effects of learning games on mathematics proficiency. Educational Media International, 52(1), 47-57. Garneli, V., Giannakos, M., Chorianopoulous, K., (2017). Serious games as a malleable learning medium: The effects of narrative, gameplay, and making students’ performance and attitudes. British Journal of Educational Technology, 48(3), 842-859. Jenkins, B., (2014). Don’t quit playing: Video games in the STEM classroom. Techniques, 89(1), p. 60- 61.
1 Comment
Dana Decker
10/23/2017 11:20:54 am
I don't know why, but until I read your post, I didn't consider the gender divide in using gaming in the classroom. I wonder game-based learning is as effective for my female and male students. Hmmm.
Reply
Leave a Reply. |
Archives
November 2017
Categories |