The final project for this course gives us as students, space to research something that is interesting and relevant to each of us as individuals. As new media and new literacies become a more prominent topic in our every day education lives, and lives in general, I found myself going back and forth regarding many topics. With my love for math, I settled on the use of educational games in the classroom. We have briefly learning about how various literacies are created and or used in the gaming world that may not be in a traditional classroom, yet are still vital to learning. I am eager to learn more about supporting students who may be passionate about "gaming literacies" by incorporating these types of literacies in the classroom to an extent that benefits learners. There is undoubtedly a fine line of helping and hurting in terms of the use of games in an educational space, but it is a matter that needs to be researched in order to not cross this line.
Gamification has the ability to sincerely boost student engagement, there are also several risks that follow. One in particular, is complex subjects become oversimplified into a game or we are reinforcing certain types of learning as opposed to others. An example of this in terms of math, is most math games are requiring rote memorization. While memorization is important in terms of quick facts, we must build conceptual understanding for our students as well. It is by no means a surprise to work with a student who knows 2x3=6, but not be able to explain how or why. In terms of the literacy aspect of things, certain games create or reinforce various forms of literacy that may enhance or hinder critical thinking.
As someone who is not in a full time role as of yet, I am interested in researching the use of games prior to creating rules and expectations regarding the use of educational games. While they have their place in the classroom, I sometimes think our students become too focused on their "gaming" which eventually hinders their learning of material.
I have read through the following peer-reviewed journals in regard to educational games and the positives or implications they have on learning.
Fredrick, K. (2014). Play along: Gaming in education. School Library Monthly, 31(2), 24.
This article presents an explanation of the role of gaming in education, specifically how games may enhance both student engagement and learning outcomes. The author discusses multiple types of educational games and highlights aspects such as their ability to foster problem-solving, critical thinking, and collaboration. Fredrick further examines the potential game-based learning has to not replace, but complement traditional teaching methods. The position that this article takes, emphasizes gaming as a way to allow students to explore and invent. The article is an advocacy piece for integration of gaming into curriculum in order to meet the needs of our learners in the modern age.
Young, M. F., Slota, S., Cutter, A. B., Jalette, G., Mullin, G., Lai, B., Simeoni, Z., Tran, M., & Yukhymenko, M. (2012). Our princess is in another castle: A review of trends in serious gaming for education. Review of Educational Research, 82(1), 61–89. https://doi.org/10.3102/0034654312436980
This article provides a comprehensive review of the recent trends (as of 2012) of games in education. One aspect of the article that is important to note, is the clear definitions of types of games and how they may be used in an educational setting. The authors analyze multiple studies on the use of educational games, specifically, the impacts on learning outcomes, engagement, and motivation. The review highlights how these games may be applied to various subjects and grade levels as a way to improve problem-solving, critical thinking, and collaboration skills. Young et al., also discussed challenges related to the integration of games into more traditional settings which is a valuable perspective. The authors conclude the review by identifying several recommendations for educators questioning the use of games.
Hawlitschek, A., & Joeckel, S. (2017). Increasing the effectiveness of digital educational games: The effects of a learning instruction on students’ learning, motivation and cognitive load. Computers in Human Behavior, 72, 79–86. https://doi.org/10.1016/j.chb.2017.01.040
In Hawlitschek and Joeckel's study, the impact of learning instructions on the effectiveness of digital communicating games/systems. The authors explore how structured guidance in the form of learning instruction can influence students' learning outcomes, motivation, in addition to their cognitive load while using educational games. The results suggest that clear learning instructions significantly improve students' motivation and reduce cognitive load, leading to better learning outcomes. The authors also discuss the importance of balancing challenge and support in game-based learning environments. Their findings highlight the potential of instructional design in enhancing the educational value of digital games and suggest that incorporating proper guidance can both increase engagement and learning efficiency in game-based learning.
de Freitas, S. (2018). Are Games Effective Learning Tools? A Review of Educational Games. Educational Technology ＆ Society, 21(2), 74–84.
In this review, the author examines the effectiveness of educational games as learning tools. The article analyzes various studies on the integration of games into educational settings, evaluating their impact on student engagement, knowledge retention, and skill development. The potential benefits of using games are highlighted in the article, which are, as we've seen in multiple articles, increased motivation, active learning, and the ability to simulate real-world scenarios. However, de Freitas also addresses the challenges which was an important piece of the review. There are undoubtedly issues with game design that may hinder a student's ability to learn, the games must align to learning objectives, and there are various perspectives that students gain from their specific experience with the game, no two will be the same. The review concluded that while educational games can in fact be highly effective when thoughtfully implemented, their success depends on careful consideration and intentional integration into the curriculum.
Sabatino, L. (2014). Improving writing literacies through digital gaming literacies: Facebook gaming in the composition classroom. Computers and Composition, 32, 41–53. https://doi.org/10.1016/j.compcom.2014.04.005
This article presents an exploration of the integration of specifically Facebook gaming into composition classrooms as a tool to improve writing and digital gaming literacies. This article specifically mentioned digital literacies which has a more direct correlation to the coursework without inferences. The author discusses how online gaming platforms, like Facebook games, offer students the opportunity to develop writing skills through interactive and collaborative digital spaces. Sabatino examines the potential these games hold to foster critical thinking, communication, and creative writing in students, demonstrating how they can serve as an engaging medium for teaching composition. The study also highlights the challenges teachers may face in incorporating such games, including the need for clear instructional guidance and aligning gaming activities with learning objectives. Ultimately, Sabatino argues that Facebook gaming can be an innovative way to enhance writing literacies within a modern context for traditional composition instruction. With an appropriate game, this may be a way to encourage new, digital literacies, and increased intrinsic motivation.
Hi Arianna,
ReplyDeleteYour topic sounds really interesting and I am excited to see how it turns out! I was curious if you were going to focus on a certain grade level or age? I think this could apply to anyone but older students may be more into gaming at home. However, with young students this would definitely be more engaging for them which is important. I can definitely see why you chose these sources since they are so relevant to your topic. I would suggest adding some more recent literature as well if you can find any, like within the 2020's. I feel like gaming is so popular now, I see and hear about it all the time subbing, so I am curious about research that is a bit more recent. Good luck!
Hi Arianna,
ReplyDeleteYour blog post raises some really interesting points about the potential and the challenges of incorporating educational games into the classroom. I completely agree with your assertion that gamification can increase student engagement, but I also see the concerns around the potential oversimplification of complex subjects and the risk of focusing too heavily on rote memorization. As you've pointed out with math, students may know the correct answers but lack deeper understanding of the concepts, which is an important nuance to consider when integrating games into learning.
Your exploration of different types of educational games and their respective strengths and weaknesses highlights the delicate balance that needs to be struck. As you mention, while games can foster critical thinking and problem-solving skills, they also need to align with broader educational goals. I'm particularly intrigued by the idea of exploring gaming literacies in the classroom — it's definitely an emerging field with so much potential, but it's also crucial to figure out how to implement these tools effectively, so they don’t become a distraction.
I think your research question about how to use games in a way that benefits students without overwhelming them is key. It would be interesting to dive deeper into how different types of games (e.g., puzzle-based, role-playing, etc.) can be tailored to different subjects, so they don't just focus on one aspect of learning. I’m curious to see how your research on this topic develops and whether any new insights come up regarding how to best integrate gaming into the learning process while still maintaining a balance with traditional methods.
Hi Arianna. I also love math and have the pleasure of teaching math to my own homeroom, and one other third grade class. I agree that conceptual understanding is at the heart of mathematics instruction, and the games we use must support the explicit instruction that the teacher has provided. As someone who tries to incorporate technology sparingly, I appreciate your concerns about students losing focus. I think any technology can become harmful if students are using it too much, because our screens are so visualy appealing and interactive, our brains can have a hard time "coming back."
ReplyDeleteOne of my goals for my school year has been to emphasize clear learning goals. In my mathematics classroom, we use games to practice our fact fluency, and I always begin my directions with that statement. "To practice fact fluency, please use ______." We incorporate manipulatives at least once a week to connect with my concrete learners and help my struggling students comprehend what we are learning, but we also emphasize that we need to become efficient students and our facts need to become automatic so that we can work at an appropriate pace. We discuss how, for example, our parentheses are used very simply, but as they move on to future grades, it will become more complex! So much of third grade math is the concepts that they will continue to see: multiplication, division, algebra, fractions, measurement, geometry, data, etc. All of these ideas will be part of their future grades, so we need to understand the basics and have some automaticity if we are going to learn more complex types of multiplication, division, algebra, fractions, measurement, geometry, data, etc. I believe that educational games can be a part of every student's experience, so long as it is done in small doses, with clear learning objectives, and with careful consideration about how it is being integrated into our curriculum. I hope you find some great ideas that you can take back to your own future classroom!
Hi Arianna,
ReplyDeleteI too am focusing my research topic on use of educational games in the classroom and truly believe it is an important and growing topic because they will enhance students learning within our classroom, as well as prepare students for their future. I also agree with you when you say, "we must build conceptual understanding for our students as well. It is by no means a surprise to work with a student who knows 2x3=6, but not be able to explain how or why. In terms of the literacy aspect of things, certain games create or reinforce various forms of literacy that may enhance or hinder critical thinking." I feel an educator I don't use games until my students have an understanding of the topic that we are learning.
In the article by (Fredrick, 2014), Can you tell me what educational games he suggests using? I would love more to ensure that I am fostering problem-solving, critical thinking, and collaboration skills for my students. Two the I commonly use in my science class are Blooket, where you can create and use your own questions as well as Legends of Learning that involved science and math.
Good Luck on your research project!
Arianna,
ReplyDeleteWow! I love reading about other content areas so much! I think educational games are so important for the content area of math. I hope to hear more about your research since I will never understand what it is like to teach math!! Good luck with your research.
Hello Arianna,
ReplyDeleteYour exploration of educational games in the classroom is both thoughtful and well-researched! I appreciate your balanced perspective on gamification, while it can significantly enhance student engagement, the potential for oversimplification is a valid concern. Your point about the need to build conceptual understanding in math rather than just relying on rote memorization is particularly compelling. Research supports this concern, as effective game-based learning should align with pedagogical goals rather than replace deep learning experiences (de Freitas, 2018).
I also found your discussion on "gaming literacies" intriguing. It raises an important question: How can educators integrate these literacies without allowing gaming to overshadow the learning process? Perhaps structured reflection or metacognitive strategies could be useful in ensuring that students connect their gaming experiences to broader learning objectives. The study by Hawlitschek & Joeckel (2017), which highlights the role of structured guidance in improving learning outcomes and reducing cognitive load, seems particularly relevant in addressing this balance.
As you continue your research, I’d love to hear your thoughts on whether certain types of games, such as problem-solving or simulation-based games might be more effective in fostering deeper mathematical understanding compared to traditional drill-based games. Looking forward to your findings!
References:
de Freitas, S. (2018). Are games effective learning tools? A review of educational games. Educational Technology & Society, 21(2), 74–84.