More Educational Gaming References

Here are some more great references (and descriptions) about educational gaming.

Daley, M. (2011). Using video games to embrace inquiry: learning for life through fun. Knowledge Quest40(1), 66-69.

Daley (2011) used a video game creation software called Scratch in her class to assist students on thinking outside-the-box and allowing them to create games. Daley (2011) found that the students were able to increase their logical thinking while at the same time showing their creative skills. At the start of the semester, Daley (2011) identified the students that she felt would be the most troubled. During the game creation activity, these students excelled because they were able to take their high-energy and attitudes and put it towards something that they wanted to build. The author also found that students were not only having fun, but were also able to tolerate all the material. This mini-case presents evidence that students are able to connect with video games in different ways than traditional methods of learning.

Fratto, V. A. (2011). Enhance student learning with powerpoint games: using twenty questions to promote active learning in managerial accounting. International Journal Of Information & Communication Technology Education7(2), 13-20. doi:10.4018/jicte.2011040102

In this journal by Fratto (2011), it is described how to integrate technology in a creative way to enhance learning while allowing the students to become more effective and efficient. The author integrated a PowerPoint game into a managerial class at the undergraduate level. The PowerPoint consisted of 20 questions that all aligned with the course learning objectives. The game was shown to increase engagement and participation. Fratto (2011) concluded that the game cannot be used to measure student achievement, but it can instead be used to help diagnose strengths and weakness. The results of a post-survey displayed that students had positive experience with the game and found it very useful for learning. This study demonstrates that games can help with engagement and participation at all ages when it is used appropriately and for a specific purpose.

Günther, M. M., Kiesling, E. E., & Stummer, C. C. (2011). Game-based learning in technology management education: a novel business simulation. International Journal Of Emerging Technologies In Learning6(1), 20-25. doi:10.3991/ijet.v6i1.1522

The authors in this study investigated the viability of having a management simulation game that allowed students to take virtual risks and to reflect on their decisions by seeing the virtual results. The study was done with a web-based game so that it could be played with any device and not tied to one particular piece of hardware. The author made it clear that the material that the game covered was taught in a traditional format in a lecture format. The game was only used to put the learned material into a simulated environment. Günther, Kiesling, & Stummer found success with the game but noted that it cannot be used alone. There needs to be supported documents with it and some form of communication is needed within the game. However, despite some of the downfalls of the game, this study demonstrates that games can be a compliment to the traditional learning method in a face-to-face classroom.

Halverson, R., & Smith, A. (2009). How new technologies have (and have not) changed teaching and learning in schools. Journal Of Computing In Teacher Education26(2), 49-54.

The two authors in this report discuss the contrast between technologies that help students learn and technologies that help instructors teach. Some technologies are used to help the student learn new material. One example of this could be an online game that teaches something new to a student. Other technologies are used to help the teacher with their teaching methods and this could be a CMS/LMS or a game that help students review material they already know. Halverson and Smith (2009) discuss the history of technology in the classroom and how it has changed the classroom in many ways. It is also discussed how in other ways, the classroom has adopted new technologies but has not changed at all. The authors conclude their report by predicting that communication technologies will be widely adopted in all classrooms to trigger new learning opportunities. This report by Halverson and Smith (2009) proves that new technologies are being embraced in classrooms and that this classroom evolution will continue to take in new technologies in the future.

Holmes, W. (2011). Using game-based learning to support struggling readers at home. Learning, Media & Technology36(1), 5-19. doi:10.1080/17439884.2010.531023

Holmes (2011) in this study, discuss how educational games can be used to help struggling young readers improve. Holmes (2011) investigates how classroom support plus additional game playing at home can lead to reading improvement. The author states that much of the learning for reading takes place at home. This is mostly from parent support such as reading books to the young child. However, if this child is not engaged, the author argues that it may be more beneficial to have them play a reading game that will increase their engagement and motivation. Their study included six children who all had low reading scores. The results showed that the learners improved their reading skills but more importantly, the parents also saw improvement and had a positive experience with it. This study indicates that technology has its place in the home and can help struggling learners catch up to their peers by providing the motivation to learn and at the same time being monitored at home by parents.

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