Video games and their implementation in the classroom

Introduction

Video games have become an extremely popular tool to learn and play in the last 4 decades or so. The regular game player becomes extremely engaged and immersed in the gameplay. It has been noticed by many philosophers that video games are a perfect way of teaching people about critical thinking and social interactions in a good way (Lenhart & Kayne, 2008). They believe that they can be effectively used to promote an extremely successful learning environment successfully. Some people have really overemphasized on the effectiveness of the video games to learn in an informal way, and they have declared them as ‘holy grail’ that has a potential to revolutionize our entire educational system (Kenny, Robert F., and Rudy Mcdaniel,2001).

However, still, many educationists are confused that not many people have implemented the idea of video games into their teaching methods. They believe that there is a general lack of successful integration of teachers and educators of media and new technologies in general. Experts believe that there are lots of complicated and varied reasons which are preventing educationists are to implement video games in schools. These complex issues involve dispelling preconceived notions, prejudices, and concerns (Crawford, Garry, and Victoria K. Gosling,2009).  Our researchers believe that not much has been done to a position that very little has been to overcome these objections in a correct way. We also agree with Magliaro and Ezeife that teachers can significantly influence the successes or failures of classroom interventions made by people. Since it is quite sure that expenditures on media and technology alone can’t guarantee successful or productive utilization of the classroom, therefore, it is very important for policymakers to realize that training and development is the most effective utilization of funds as it will positively influence various teaching styles. It will also allow technology to reach its potential to revolutionize education.

According to experts like Cuban, Kirkpatrick and Peck, the implementation of the effective use of the technologies in the classroom conflicts with the policymakers. The research conducted by the above-mentioned researchers proved that only a small number of teachers tried to challenge their teaching practices even when they had access to the latest technology. Moreover, these researchers also identified lots of barriers to technological innovation in the classroom. The list of these barriers includes outdated technologies, poor technology support, lack of ability to sustain interest, lack of opportunities of collaboration, lack of preparation time, and poor technical support, outdated technologies. These researchers concluded that there is a possibility of implementation of technology, but that would be full of problems caused by impediments put upon its success by poor training, overly complicated technologies, and lack of institutional infrastructure.

Our researchers agree with the fact that suggested classroom intervention through video games directly connected with the expectations and perceived value/benefit as related to the integrating teachers. These teachers mostly control what and how their students learn. It should be kept in mind that video games have been less successful in changing the classroom, just like other technologies. It should be kept in mind that it is also very important to overcome obstacles in the way of implementation of video games in the classroom, and that requires both top-down and bottom-up approach. Therefore, now this is the responsibility of the policymakers to carry the burden of correcting the infrastructural issues both for practical reasons as well as for creating optimism on the part of teachers to believe that their administrators actually support their decisions. However, any person connected with the educational systems knows that it is very difficult to implement the top-down only approach as destined for future failure. Since the success of the classroom intervention solely depends upon the belief that teachers are investing. If a teacher thinks that intervention is useless, then it’s implementation chances are truly minimum. We can say that the teacher’s adoption is directly connected with his or her experience and expectations from the classroom intervention.

  Thesis Statement

Video games can be implemented in classrooms to educate students. However, there many obstacles to this action. Video games implementation has faced some issues as a teacher has failed in its initial adoption, and it has been noticed that it promotes violence in the students and kids.

Initially failed adoption

Many experts believe that technology is destined to become an important component of the curriculum. However, there is serious resistance from the teachers and senior administration of schools which caused the failure of the initial adoption of the video games in schools. Therefore, some supporters of the video games in the school are in support of bypassing the system in the process. Our study has shown that Nintendo Wii has the potential to remove the gap among non-players and players. However, it should be kept in mind that only game console can’t transform reluctant teachers into a serious but gamers. Still, games like Wii are making significant progress in the right direction. Wii is a game which mostly needs hand-eye coordination rather than intellectual mind (Bavelier, Daphne, and Richard J. Davidson,2013). We can say that it is just like a psychomotor game and it is quite different from other video games that have become very popular among students. Our research on this video game has proved that it is very easy to play as it can be easily operated with one hand. However, gamers facing problems with their hands and arms feel difficult to play these games. Moreover, they also feel difficulty in using the trial and error method to learn game playing in their classrooms.

The most common reason for teachers and students not using games in their classrooms is related to their basic understanding about games. Since these people are not too familiar with games like Wii and they, don’t know how advantageous these games are for students studying in their classrooms (Fortugno & Zimmerman’s,2005).

Our study proves that it is very important to familiarize teachers about video games. However, it should be kept in mind that this is not enough as it is also very essential to change their collective consciousness and preconceived negativity about video games. It is essential to teach them about the importance of video games in informal situations. However, it is also very unrealistic to think that implementation of video games in classrooms will fundamentally alter the way of instructions delivered in school settings without a good balance of expectations among gamer students and their nonplaying teachers (Rice, 2006).

Use in gym class

Video games have been connected with laziness and obesity, which is 2nd most crucial reason for deaths in the United States of America. However, the trend has changed now as now companies have started to introduce more interactive games for their users.  (USDHHS, 2001). These video games have very good potential to make their users more interactive and useful.  Some physical educators have already started to integrate this technology in the physical education setting. The implementation of the Dance Dance Revolution {DIOR) through promotes physical activity by enriching the learning environment. DDR requires the player(s) to step on arrows on a dance pad based on cues from a screen. DDR requires various kinds of tools such as Playstation2 or Xbox connected to a television or projector. Players can easily dance to any large variety of songs at a fast pace, slow pace, and medium pace. Students should know that pads require them to engage in moderate to the vigorous amount of physical activity.DDR was successfully introduced and implemented in Japan during the year 1998. It was first initiated in Japan as a coin-operated arcade game. After that, its version improved through the introduction of the home versions.

The reports published regarding Japanese experience shows that  DDR is a  fun weight-loss tool. In addition to that, it is also a very good tool for increasing physical activity in students. Therefore, some American physical education programs have already included DDR part of their curriculum (Trout, J. & Zamora, K.,2005). An article titled “Video game psychs up students to get fit” gave a detailed account about the importance and usefulness of the DDR in the schools and physical education. The article talks about many teachers who are in support of DDR as kids love physical activities due to DDR.

Moreover, it has been noticed by teachers that DDR is a very good activity for students as it provides them time to enjoy and build their physical skills in a very playful way. Some students also term it as addiction. Since they don’t want to leave it, teachers agree on this one point that DDR is a perfect tool for kids to get involved in physical activity. Moreover, it also helps them to understand tempo, rhythm through promoting cooperation, teamwork, cooperation, fair play and creative dance choreography. These things make it playful and enjoyable for the students who are bored with their usual coaching sessions in school.

Cost to the class

Some educational experts believe that implementation of video games in the schools can become a liability for the teachers and students. The cost for DDR consists of television or projector ($200 – $1,000), Playstation2 or Xbox ($150),  rubber practice pads ($20 each), dance pads ($15 – $280 each), and DDR game disc ($40). However, it should be kept in mind that physical education for progress can aid schools to defray their costs. In addition to that, some schools can also use DDR to generate a good amount of revenue. Teachers and school administration can also make DDR free for students.

Increase in violence

According to research, about 80 % of American youngsters play video games regularly. The psychological experts’ believe that violent action video games influence kids to do violent acts, and that creates UN rest in society. Video gaming companies like t make these kinds of violent games as they earn a huge amount of money from these games. Violent games give them approximately 30 % of their revenue (Piot, Charles,2003). Teenagers love to play games which are full of blood, dangerous weapons, killings etc. and they draw their maximum attention. However, critics of this view believe that video games are just used as a scapegoat for issues such as increasing violence, high divorce rates, and unemployment. These people believe that the main aims of the majority of games are to surrender in front of law and government. Since the main hero of these games has to secure the earth from an evil entity who is trying to destroy it with their evil designs and powers.

Benefits for your brain

There are lots of video games which include various biological components while dealing with serious like special adaptations, forensics and bioterrorism. The video games series like Splinter cell condemned criminal origins, and Doom 3 is specially designed for kids as they help in quick brain development. These games are very influential in brain development as they are based on problem-solving and logical reasoning. Video games like Nintendogs and Nintendo DS are a very good example of logical video games. These games are specially designed to improve the logical and nautical skills of students and game players. It is very interesting to note that the ratio of female game players is increasing day by day and now it is standing at 30 %. However, teachers must keep in mind that they have to keep an eye on the discretion and good judgment before implementing the video games in different classrooms (Mackenzie, Ann Haley,2005).

Usage in US military

Video games have been used many times to intentionally teach violence to public sector organizations such as the US army by utilizing video games as a recruiting device. For instance: U.S military had created a recruiting device in 2002 based on video games for conditioning their soldiers. There are the whole bunch of people in the army who still think that video games can be used as a tool for training (Hanus, Michael and Mahood,2017). The people in the US military are using video games to promote and teach critical thinking, parachuting, teamwork, and leadership among U.S soldiers. The army is working on designing games to recreate ancient civilizations and promote world peace when in political positions primarily. This will also help the army to induce qualities of unity, faith and discipline within the ranks of its soldiers.

Ease of use

Video games are one of the easiest and promising tools to promote learning and teaching in this century. This is why video games are becoming more and more popular among students and teachers all around the world. However, it should be kept in mind that the education industry has to work very hard to create video game acceptance among teachers and students cannot be taken for granted. The usage of video games is affected by numerous reasons such as learning opportunities, ease of use, personal experience, and various perceptions of students regarding the usefulness.

Moreover, there are also many gender-based factors involved in affecting the use of video games as a learning tool in educational institutions. The video games are very easy to use for the students as they consist of very interesting and engaging themes for the users. Therefore, teachers and educationists can easily use video games to teach their students about ethics, morals and logical reasoning related to their practical lives.

Conclusion

Various research studies conducted through the distribution of questions to sample population have proved that there is an increase in positive attitudes towards playing games after the population actually played games. These research studies also proved that attitude of participants was very negative in the start, but it was changed in positive direction after they started participating in the gaming activity. This shows the power of video games and strength of participants preconceived negative notions about playing video games. Our researchers have noted that changes occurred after only one directed gameplay situation. It is expected that attitude of teacher and students can be easily changed after integrating them into teacher-training activities. It should be kept in kind that, it is not unusual for people to change their minds after their preconceived thoughts are changed.

These studies also show that these teachers are more than willing to integrate games into their future lesson plans and curriculum. This also means that a lot of research should be done in future years to properly plan and integrate the video gaming activities in the school curriculum in all types of schools and educational institutions. Moreover, school authorities must also arrange various program directed towards playing video games and teacher-training. These programs should emphasize the importance of integrating more gaming activities that can introduce future teachers to games on a regular basis. Government should make sure that undergraduate teaching programs include additional courses related to theoretical underpinnings of gameplay.

Bibliography

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Trout, J. & Zamora, K. (2005). Using Dance Dance Revolution in Physical Education. Teaching Elementary Physical Education, 16(5), 22-25. Retrieved October 27, 2019, from https://www.learntechlib.org/p/71669/.

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