VIDEO GAMES AND STUDENTS' LEARNING
Whether video games should be introduced into schools and used to help educate students
Introduction of Video Games into Schools to Help Educate Students
In the contemporary field of learning, several scientific domains deal with both multi-dimensional and abstract phenomena. This present a number of difficulties to the students, making it uneasy for students to comprehend or apply their knowledge content. In order to grasp these abstract scientific concepts, students should be capable of building elastic and testable learning models, which may aid them in easy understanding. Most often, students are subjected to developing accurate mental scientific models, which hold no real-life references. In order to incorporate such invisible factors, concepts, or complex abstractions into easy and understandable concepts, there is a need for visual instructions to students. I, thereby, support the introduction of video games into schools and their maximum utilization in student instructions since this could help them understand the basic mental concepts.
Historically, educators and scientists have used computation models in order to investigate and explore the complex phenomena and systems. These models served as tools of scientific computations, intended to visualize the multifarious phenomena and concepts for an enhanced understanding. This concept should thereby be integrated into student classrooms through digital video-gaming in order for students to learn and understand the complex scientific and math concepts (Bourgonjon, De Grove, De Smet, Van Looy, Soetaert&Valcke, 2013). The digital game-based learning incorporates the use of computer game-based approach in order to deliver, enhance, and support learning, teaching, evaluation and assessments; hence the betterment of results achievement in comparison to the traditional approaches towards instruction. According to Gonzales, Pomares, Damas, Garcia-Sanchez, Rodriguez-Alvarez and Palomares (2013), the motivational aspect of computer-based digital games holds the potential of facilitating an active and constructive educational knowledge. They define the digital video game-based learning as the most effective method that can enable learners create a constructive knowledge through playing, maintaining high motivation, and applying the acquired knowledge in solving problems relating to real-life situations.
The motivations and engagements offered by video games alongside their potentiality in providing concrete learning experiences attract a significant interest in students. Therefore, the integration of video game-based learning into educational institutions and the existing teaching practices, with a sole aim of facilitating achievements of a standard curriculum and educational objectives, would increase students' motivation and help them develop a positive attitude towards scientific subjects, as well as other educational subjects (Bourgonjon, et. al, 2013). Evidence presented from several educational research institutions elicits that the application of educational video games in teaching Mathematics at school levels could at least as effective as the non-gaming approaches in relation to the achievement of subject matter objectives in education. Through student engagement in long-lasting video game supported educational activities, there is a likelihood of developing and enhancing students' skills in problem-solving; hence the achievement of improved educational results in math and scientific assessments.
Regarding the need for supporting students draw the possible links between school-based scientific and math concept and the real world situations, (Panoutsopoulos & Sampson, 2012) prove that by utilizing the role-paying educational video games in design and implementation of meaningful educational activities, students are at a position of acquiring concrete examples when highlighting the potential application of the abstract educational procedures and concepts in specific domains. In this regard, Panoutsopoulos and Sampson (2012) insist on the need for suitable educational designs targeting use of educational video games by appealing that the monitoring of game activities in compliance with the supplementary resources and/or tools is essential for the achievement of the envisioned learning outcomes. Nevertheless, the students' opinions regarding their participation in game-supported education diversely changes depending on their individual attitude towards math and scientific subjects. A research conducted by the digital game-based learning researchers proves that: (i) the students involved in the video game-supported educational...
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