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Does technology
change, enhance, reduce or operate in irrelevance to learning?
“The intellectual nourishment of reading books
is so deeply ingrained in our assumptions that it is hard to contemplate
a different viewpoint. But the problem with judging new cultural systems
on their own terms is the presence of the recent past”
Johnson, S (2005)
So are computer games educational?
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As indicated by the content of previous pages, research into the
benefits or otherwise of computer game usage is one of the most widely
contested issues within the education sector. However much of this
data is conflicting and contradictory, in reality, despite a massive
amount of research, there is no conclusive evidence that the use of
computer games in education has a positive or negative effect upon
learning.
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When discussing computer games I think it is vitally important to
acknowledge that not all games are the same. All computer games vary
massively in terms of their style, content and subject matter. Subsequently,
it is logical to assume that some games will have greater educational
potential than others. I concur with the view Clarke (2003) that some
“computer games can distract from learning” but overall
I feel that computer games have the potential to become an incredibly
versatile learning tool.
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The evidence contained within this site would seem to suggest that
complex games, in particular, can help to enhance cognitive processing
and strategic thinking as well as promoting basic computer literacy
skills. In essence, I believe that computer games have the potential
to engage pupils in a way that traditional classroom activities simply
cannot.
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It is difficult to ignore claims that; “excessive time spent
gaming could negatively impact on schoolwork (Griffiths 1996) Indeed,
I am inclined to agree with Stoll (1999) that often; “time spent
in front of a screen could instead be spent, engaged in a social activity.”
However, I believe moderation is the key to success. I would argue
that any activity, if done to excessive levels ,to the determent of
all other activities, is likely to have an equally negative impact
upon schoolwork and socialisation.
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Computer games are often criticised for being too passive and encouraging
prolonged periods of physical inactivity. I do fear that some games
which are highly motivational can become addictive and lead to isolation.
However, the same accusation could be levelled at books, indeed in
many ways reading is a far more sedentary occupation than gaming.
The only distinction perhaps, is that the act of reading is deemed
to be far more socially acceptable and culturally valuable.
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The popularity of commercial computer games would seem to suggest
that they appeal to people from a wide range of age groups, cultures,
abilities and social backgrounds. Yet despite the obvious appeal and
popularity they remain surprisingly underutalised within the classroom
environment.
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It is natural to fear that which you do not understand. I suspect
that computer games are such a fundamental component of youth culture,
that there is a reluctance on the part of older generations, namely
those in positions power and influence, to truly consider their learning
potential I believe that if education sector is to develop software
that truly appeals to young people and has a positive impact on their
education; it must first seek a greater understanding of gaming culture.
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It is important to acknowledge that the generation of pupils currently
being educated within our schools is a computer literate generation
that has grown up in an age of sophisticated digital computer games.
I acknowledge that there must be safeguards to protect impressionable
young children
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For example, it would be entirely inappropriate to use within the
classroom any game that reinforced negative stereotypes or encouraged
socially unacceptable behaviours such as violence and aggression.
However, if we are truly to harness the educational potential of technology,
we must develop games which meet the sophisticated needs and expectations
of the gaming generation.
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I believe that commercial computer games may indeed have the potential
to encourage behaviours such as strategic decision-making and memory
skills. Unfortunately, traditional ‘educational games’
are relatively unsophisticated. Subsequently, pupils do not feel challenged
and become quickly disillusioned, thus they are given little opportunity
to develop such skills.
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I believe educators must cooperate and collaborate with the commercial
games industry to gain better understand gaming culture and ensure
that the software they develop is capable of engaging pupils and sustaining
their interest. There must also be a concerted effort to address the
gender bias within the industry and develop games that appeal to both
male and female gamers.
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If they are to be successful it is vital that the next generation
of educational games is based upon the same features as successful
commercial games. For example, they must be highly interactive and
incorporate the principles of both risk and reward. Regrettably, to
develop a range of educational games as sophisticated and complex
as those available in the commercial sector would require a massive
investment of time, money and resources. Such an ambitious endeavor
would require a coalition between education, industry and politics,
which I fear is highly unlikely.
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