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Tingyu Chen

Professor Dogan

CUIN 3313

04/27/2019

New Technology Investigation: Video Games

Modern technology adoption in the learning institutions has not only expanded on the

research level but also made learning exciting. Technological use has also expanded on

education and brought about new changes in the learning field. The technology in the education

system in most schools has impacted the teachers and students in various beneficial ways. These

include the use of the class website, access to learning materials and eased the methods in the

submission of assignment and results. Technology has also enabled students to be able to

compare learning materials and share information from another student in other institutions

(Ghavifekr and Rosdy 177). With improved technology in learning institutions, research has it

that the quality of education has improved. Some of the techniques used in learning institutions

include the use of computers, social media, BOYD, video gaming, interactive whiteboard,

concept mapping, digital storytelling and iPad. This essay explores the use of video games

technology in education, how it is currently used in learning, and a demonstration of how it can

be practically applied in the classroom.

Video games refer to the electronic games, played using the screens of various gadgets,

for example, the smartphones, tablets, and television screens, and computers. To play video

games installed in these gadgets apart from smartphones, one needs a console device used to

control the game (Courville 6). In order to play a video game, a programmer installs the program

or cartridge to the game box, which can be connected to a television screen, and computer
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memory among others. The connection between the game box and the game electronic are then

interconnected using wires or electric cables. The play in most times has a programmed

opponent or destructor, and then the players aim to overcome the obstacles and emerge

victoriously. To play the game, the player uses a joystick or controller that may be in the form of

buttons. These games were initially made to help children have an option of indoor games that

can be played under a house roof. However, in education, these games are used in the expansion

of a leaners brain, to practically understand what is taught in school, and help in recalling and

mastering some educational concepts.

Video games are an essential tool in education since they can help attract more students.

This is seen where students get attracted to such games and may end up inviting each other to

play the academic game together. Video gaming in learning can also help the video programmer

to expand his class, through the ability to reach students across the world by using the video

game. For instance, a programmed educational video game can be downloaded and installed in

all parts of the world through internet use (Arias 50). Video games are also crucial in increasing

the course content, in that they can use pictures, images and writing. All these additional features

may not appear in the book content, but be able to be seen in a video game. This will help

expand students' creativity in the course of study. Video games can also make study materials or

concepts stay forever in the minds of students, even in situations where a syllabus is changed

within a curriculum. These games also boost students’ creativity, since the use of these games

makes students gain new tricks or ideas in handling a technical concept.

In learning institutions, video games are typically used as a relaxing break after long

lectures or practical lessons. At that point, the video games are used to help students relax their

minds. Video games are also used after class lessons to enable students to catch a recap or help
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them in recalling what they have learnt (Merino-Campos and del Castillo Fernndez 116). These

games are also used in learning institutions to assist in students awarding since they are

programmed with a level of achievements. Students also use video games to find instant

feedbacks, since in cases of particular moves the game got instructions and does not allow

movement to the next level before completion of a specific degree.

In a learning classroom, students are allowed to walk in with the video gadgets. The tutor

then installs a particular video game reflecting the day’s topic in the gargets. Students are then

asked to pair or play individually using the given instructions to achieve a certain level of the

game. In the case of a successful follow-up and understanding of the days' topics, the students

can reach the target level in the game (Sandberg and Karlsudd 371). Under unsuccessful

completion, the students then get instruction on the game on how to archive the desired goal.

In conclusion, video games are a vital technological tool in helping students understand

some practical concept taught in class. This is because they are fixed with instructions and idea

that a student might have missed in the classroom. It is therefore encouraged that learning

institution adopts video gaming to help students relax their minds and better their understanding.
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Works Cited

Arias, Meghan. "Using video games in Education." Journal of Mason Graduate Research, vol. 1,

no. 2, 2014, pp. 49-69.

Courville, Keith. "Technology and Its Use in Education: Present Roles and Future Prospects."

Online Submission, 2011, pp. 1-19.

Ghavifekr, Simin, and Wan Athirah Wan Rosdy. "Teaching and learning with technology:

Effectiveness of ICT integration in schools." International Journal of Research in

Education and Science, vol. 1, no. 2, 2015, pp. 175-191.

Merino-Campos, Carlos, and Hector del Castillo Fernandez. "The benefits of active video games

for educational and physical activity approaches A systematic review." Journal of

New Approaches in Educational Research (NAER Journal), vol. 5, no. 2, 2016,

pp. 115-122.

Sandberg, Viktoria, and Peter Karlsudd. "Learning by Playing Searching after a Connection

between Computer Game Playing and English Skills." Journal of Emerging

Trends in Computing and Information Sciences, vol. 5, no. 5, 2014, pp. 371-376.