User:Devin2022

This is My Philosophy on Gaming in the Classroom by using some research articles for my Class at Ball State University. I am going to answer 8 premises on my philosophy of gaming in the classroom for my SPCE 631-800 Class at Ball State University.

Introduction
 * 1) What is the definition of a game in the classroom setting?

The past two years have showed educators, students, and families how e-learning has been pushed to forefront of what school have been doing. This was made evident when the COVID-19 pandemic caused schools to close for several months, and since the lifting of full shutdowns there have been many instances in which schools have closed intermittently and students and or teachers have had to work from home. This allowed families to see exactly what is going on in the classrooms. On a personal note I had to learn how to use web-based programs without extensive training on the fly. We all know that schools have been using interactive games, apps, websites, etc for decades. I want to answer based on research how this affects me in the classroom and my thoughts on gaming in the classroom.

First, gaming falls under the category of e-learning. E-learning can be defined as ways in which students are learning at their own level and speed while using a variety of online systems that are interactive and can include but not limited to interactive games, videos, music, and more (Lam et al, 2020).

Gaming in the classroom can be defined when as when learning is made fun, different and more creative ways of learning, and in which the games teach students how to problem-solve, making good use of their time, and how to make decisions (Videnovik et al, 2020). Videnovik et al, (2020) noted how computers have been involved in the use of gaming but now personal devices such as phones and iPads have helped bridge the experience of using gaming in the classroom.

Eltahir et al, 2021, noted in their research that gaming can defined as specific programs that utilize a process in which learning outcomes can be identified and there is a purpose for the game.

2. How Games influence Student Learning
Students are influence by games by learning how to problem solve, ask questions, go on virtual journeys, and more (Videnovik et al, 2020). While we are discussing more about educational games in the classroom, it should be noted that boys who play video games online learn to interact with others (Engerman et al, 2018). Other ways that students can be influenced by gaming include the willingness to work together and motivation of students wanting to learn and work (Eltahir et al, 2021). Students become more excited by the idea of using interactive gaming in the classroom and more motivated to work (Blaine & Huffman, 2017). Blaine and Huffman (2017) says gaming engages students in their learning or gets them to focus on what they are learning about.

3. Gaming is More than a toy or for fun.
The right type of games are educational. Within e-learning which extends to games games allow students to work on their own, include differential learning, allows students to work with each other in an engaged manner, and can focus on the what the students should be learning (Lam et al, 2021). These type of games can also include instant feedback (Es-Sajjade & Paas, 2020). As a teacher sometime it is always not possible to provide that instant feedback at times. Interactive games can provide real world experiences that are not easily replicated in the classroom (Khamaparia et al, 2020). Games like Kahoot when used right can provide motivation and practice or review of relevant information that students have been learning about (Zhang & Yu, 2021). Games can include using things such as motivating students to be physical such as when they are counting their steps throughout the day (Fu & Burns, 2018).

4. Purpose of Games in the Classroom
One of the main purposes of using games or interactive games in the classroom is to provide an overall experience in the classroom (Engerman et al, 2018). In looking at certain subjects it has been found that interactive computer games have had the most impact on student learning in Math (Es-Sajjade & Paas, 2020). Using technology in the classroom provides another style of learning for students (Khamparia et al, 2020). When used correctly, games can be used specifically to help students show their understanding of academic concepts and allows teacher to see how their students are doing (Eltahir et al, 2021). Motivation of games using iPads, computers, and other devices is also a key factor (Eltahir et al, 2021).

5. Age and Grade Issues
Issues that show up can range from perceived violence in boys because they love video games that they play at home (teachers would not be allowing the use of violent games but the authors noted that ) (Engerman et al, 2018). One of the issues is that kids today live in a more digital world than generations before (Videnovik et al, 2020) ). Students are surrounded more and more with technology and the issue becomes keeping up with latest technology in the classroom which included games or gaming (Videnovik et al, 2020). Other questions that arise from using games are questioning whether students are learning or if the games increased their knowledge of the subject (Zhang & Yu, 2021). There is also a worry about things that become fads which can be applied to apps, websites, etc (Es-Sajjade & Paas, 2020).

6. Role of Ergonomics
With gaming and e-learning intertwined I find that students are able to work at their own pace. This works best when students have their own device and you are able to have students work on independent activities such as educational games. This can allow you as a teacher to work 1:1 or in small groups with students who need extra support or need enrichment. Good apps or websites can also track how students are doing even if it is in game form. The main thing I keep going back to is how students are motivated by learning, enjoy working with classmates when using interactive games or e-learning, learning can be about the individual student, and this style of learning presents information in different ways (Lam et al, 2020).

7. Alternate Way Students Can Demonstrate Competency
In terms of Universal Design Learning (UDL), gaming in the classroom allows students to demonstrate what they know in different ways. In the study about how boys and girls but with a focus on how boys play video games and boys can be put off of by schools (Engerman et al, 2018). Engerman et al, 2018 go on to say you cannot dismiss how boys are playing and learning valuable skills by playing video games even though the content of the games are not suitable for schools (violence). It was found in the study that in the video games that boys do a lot of reading in said video games more than one imagines. This is another outlet or way of showing your reading skills than the traditional way. The Kahoot game is a way to show a quick understanding in a competitive manner which students can compete against each other in a quiz game style (Zhang & Yu, 2021).

8. Appropriate Use of Games
I feel that as long as you are not over relying on gaming in the classroom then it can be successful. As I discussed earlier, you can build in the activities in your classroom for independent time to help check for understanding. It is important to remember that e-learning and these type of games we are discussing allows students access more content than in previous generations (Lam et al, 2020).

As educators we are trying to enhance our classrooms to keep up with what students are doing at home. They live in a digital world and we need be there to balance and help gauge the interests of our students by incorporating technology and gaming in the classroom. Just do not let it become a babysitter.

= References: = Atwood-Blaine, D., Huffman, D. Mobile Gaming and Student Interactions in a Science Center: the Future of Gaming in Science Education. Int J of Sci and Math Educ 15, 45–65 (2017). https://doi-org.proxy.bsu.edu/10.1007/s10763-017-9801-y

Eltahir, M.E., Alsalhi, N.R., Al-Qatawneh, S. et al. The impact of game-based learning (GBL) on students’ motivation, engagement and academic performance on an Arabic language grammar course in higher education. Educ Inf Technol 26, 3251–3278 (2021). https://doi-org.proxy.bsu.edu/10.1007/s10639-020-10396-w Engerman, J.A., MacAllan, M. & Carr-Chellman, A.A. Games for boys: a qualitative study of experiences with commercial off the shelf gaming. Education Tech Research Dev 66, 313–339 (2018). https://doi-org.proxy.bsu.edu/10.1007/s11423-017-9548-8

Es-Sajjade, A., Paas, F. Educational theories and computer game design: lessons from an experiment in elementary mathematics education. Education Tech Research Dev 68, 2685–2703 (2020). https://doi-org.proxy.bsu.edu/10.1007/s11423-020-09799-w

Fu Y., & Burns.(2018). Effect of an active video gaming classroom curriculum on health-related fitness, school day step counts, and motivation in sixth graders. Journal of Physical Activity & Health., 15(9), 644–650. https://doi.org/10.1123/jpah.2017-0481

Khamparia, A., Pandey, B. & Mishra, B.P. Effects of microworld game-based approach on neuromuscular disabled students learning performance in elementary basic science courses. Educ Inf Technol 25, 3881–3896 (2020). https://doi-org.proxy.bsu.edu/10.1007/s10639-020-10142-2

LAM, P.L., NG, H.K., TSE, A.H. et al. eLearning technology and the advancement of practical constructivist pedagogies: Illustrations from classroom observations. Educ Inf Technol 26, 89–101 (2021). https://doi-org.proxy.bsu.edu/10.1007/s10639-020-10245-w

Videnovik, M., Trajkovik, V., Kiønig, L.V. et al. Increasing quality of learning experience using augmented reality educational games. Multimed Tools Appl 79, 23861–23885 (2020). https://doi-org.proxy.bsu.edu/10.1007/s11042-020-09046-7

Zhang, Q., Yu, Z. A literature review on the influence of Kahoot! On learning outcomes, interaction, and collaboration. Educ Inf Technol 26, 4507–4535 (2021). https://doi-org.proxy.bsu.edu/10.1007/s10639-021-10459-6