How can gamification and the use of computer games be used to enhance learning in the classroom?

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  At a time like this fast, growing technological industry, there are various software, websites and applications available for type of devices to help you enhance your learning and understanding. The majority people of my age would probably not describe themselves as digital natives, however I used to use software on the old Windows 7 like ‘Primary Games KS2’. This software would include multiplication, coordination, shapes games etc. and the most engaging aspect of this was that the developers had introduced multiplayer options; of course this creates competitions between peers and the motive of wanting to win or do better than them.



  Most certainly we can agree that software game from my primary years generation can be considered as outdated. With highly developed technological programs and devices, video games have revolved around us all providing benefits in educational contexts. Griffiths (2002) believes that videogames can be used as a research tool. In terms of his ‘research tool’, he means that it’s a research on individuals – giving you the opportunity to recognise your own characteristics and holistic skills like spatial visualization ability: mentally rotating and manipulating two and three-dimensional objects, linking to useful skills for mathematic subjects. Computerised games could also help develop IT skills as well as allowing children to experience curiosity and challenges, further stimulating their learning. Not only it enhance academic learning and skills, Griffiths (2002) pointed out that characters, storylines (and so) of the game can educate individuals on demographic themes such as gender, ethnicity, religion, age, sexuality etc.


  Moving swiftly towards the unique side of the spectrum, videogames for those who have severe developmental problems like autism can help develop their social skills. Supporting this, Demarest’s (2002) case study of her own autistic son who had language, social and emotional difficulties, videogame playing was ego-boosting along with self-calming effect embedded within the assistance. Personally, I am over the moon that geniuses around the world can come up with magnificent innovations that has changed the world. Technological gaming has benefited me as a student and offered me many advantages such as revision ‘apps’ on my mobile devices, aiding me to get into university and study the course that I have a passion for.
 
  With regard to the child-showing obsessive and addictive behaviour for educational videogames, where they abuse the advantage of fun learning – some parents/carers may view this as a disadvantage. Perhaps we could blame the old generation for their negative perceptions or the child’s genuine addiction towards the games. Instead of taking the fun away and ruining their learning for educational and developmental purposes, these adults can:
-       Set specific objectives or focuses. The outcome should be clear to the teacher/parent(s)/carer(s) and the player.
-       Pick type of games suiting chosen educational or therapeutic choices.


  In addition to their entertainment values, gamification has positive potentials towards individuals. It is essential to separate differences between educational purposes and personal indulgent, and it’s vital not to abuse the concept of engaged learning when tasks are set. Concluded by Griffiths (2002) about excessive players are at greater risks from developing health problems.
Do you agree?
 
Comment your opinions below!

References:
-       Demarest. K. (2000). Video games – What are they good for? Located at: http://www.lessontutor.com/kd3.html
-       Griffiths, M, D. (2002). The Educational benefits of videogames.20.3. p.48

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