Module 5 - Video Discussion Thread: Gaming

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Jared Alan Moya

School of Education, Liberty University

EDUC 630-B08-Dr. Lisa Stone

Module 5 - Video Discussion Thread: Gaming 

Video Transcript



    Gaming offers numerous benefits that can positively impact students' learning experiences. Firstly, it has the potential to motivate and engage learners by creating a dynamic and interactive environment. As noted by Roblyer & Hughes (2023), “games have been found to profoundly engage learners and lead to learning gains in subject matter” (p. 11). By immersing students in game-based scenarios, educators can tap into their intrinsic motivation and foster a sense of excitement for learning.

    Additionally, gaming facilitates collaborative learning and teamwork, as students often work together to solve problems or compete against one another (Roblyer & Hughes, 2023). This not only promotes cooperation but also enhances critical interpersonal skills (Drew, 2023). Immediate and meaningful feedback, rewards, and recognition within gaming environments contribute to learners' self-efficacy, confidence, and sustained interest in the subject matter (Furdu et al., 2017). Furthermore, gaming promotes creative thinking, problem-solving skills, and risk-taking by challenging students to apply their knowledge in realistic and immersive contexts. It also allows for personalization and differentiation of content, accommodating diverse learner needs, preferences, and abilities.

    While gaming offers numerous advantages, it is crucial to address the associated challenges. One obstacle is aligning games with curricula and learning objectives (Furdu et al., 2017). Ensuring that games are designed for educational purposes and align with the course content and level can be a complex task. Additionally, classroom barriers such as limited time, resources, equipment, support, or teacher training can impede the effective integration of games into instruction (Drew, 2023). Transfer of learning from games to non-game situations may also pose a challenge, particularly if games lack integration with other instructional methods or fail to provide sufficient scaffolding and reflection opportunities for students (Roblyer & Hughes, 2023).

    To make gaming productive, teachers can employ various strategies. The selection of relevant, appropriate, and engaging games is paramount (EDUCAUSE, 2014). Clear learning outcomes, expectations, and guidelines for using games in the classroom must be established. Facilitating discussion, debriefing, and reflection before, during, and after gaming experiences helps students connect their gameplay with their learning goals. Additionally, incorporating games as part of a blended learning approach, integrating them with other instructional methods, ensures a well-rounded educational experience (Roblyer & Hughes, 2023). Assessing students' learning outcomes using diverse methods that measure knowledge, skills, and attitudes is also crucial for gauging the effectiveness of gaming.

    However, it is essential to recognize instances when gaming may be inappropriate in the instructional setting. When games do not align with curricular goals, learning needs, or preferences, they may hinder the learning process (University of Toronto, n.d.). If games lack academic rigor, challenge, or value, they may fail to contribute meaningfully to students' educational journey (Drew, 2023). Moreover, if games become distractions, confuse students, or demotivate them, they may not serve their intended purpose (Roblyer & Hughes, 2023). Lastly, when games raise ethical, legal, social, or cultural concerns, such as plagiarism, cheating, violence, bias, or stereotypes, they can create a hostile or offensive learning environment.



References


Drew, C. (2023, May 19). Digital Game-Based Learning: 13 Pros and Cons (2023). Helpful Professor. https://helpfulprofessor.com/digital-game-based-learning/

EDUCAUSE. (2014, March 11). 7 Things You Should Know About Games and Learning. Retrieved June 11, 2023, from https://library.educause.edu/resources/2014/3/7-things-you-should-know-about-games-and-learning

Furdu, I. M., Tomozei, C., & Kose, U. (2017). Pros and cons gamification and gaming in the classroom. arXiv (Cornell University), 8(2), 56–62. https://arxiv.org/abs/1708.09337

Roblyer, M, & Hughes, J.. (2023). Integrating Educational Technology Into Teaching: Transforming Learning Across Disciplines (9th ed.). Pearson.

University of Toronto. (n.d.). Digital Pedagogy - A Guide for Librarians, Faculty, and Students.                        Retrieved June 11, 2023, from https://guides.library.utoronto.ca/c.php?                               g=448614&p=3505475%20Accessed%206/10/202



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