The Effects of Video Games on Students Achievement - Literature review Example

The Effects of Video Games on Achievement Introduction With the invention of the internet and computers in the world today, the aspect of Child play has been revolutionized from the conventional physical activities in the external environment to the cyber games that are highly addictive for children all over the world today. Video games are very common among children since they spent most of their free time in front of computers and large screens playing these games, and the ubiquity of the internet in this information technology age makes it even easier for children to play and share video games through the online cyber space. Since these video games are very addictive to children, they are more likely to distract children from any positive engagement and participation in other vital activities that require considerable attention such as their studies (“Study says TV, video games hurt school performance,” 2006). In that respect, children are more likely to get carried away playing these video games thereby paying very little attention to their studies or totally neglecting them altogether, and this affects their overall academic performance negatively. Nonetheless, a considerable number of academic scholars have also paid attention to the use of computer and video games to improve students’ performance, especially with the pervasive growth of educational video games as a viable instructional tool (Wilmington, 2009). Quite notably, the reawakened interest in the effect of video games on students’ performance tends to focus on the manner in which playing serious, high quality, and interactive video games influences mathematics achievement and students’ accuracy levels in handling math’s problems. Even though the impact of video games on student’s performance has been an area of concern for many academic scholars in the recent past, the prevailing findings are yet to reach a reaffirmed consensus on the effects of video games on student’s achievement. On one side of the debate, a considerable number of studies have proposed that the educational context can leverage on video games to enhance students’ performance in this information and communications age. Contrariwise, other scholars have largely refuted this proposition arguing that the prevailing knowledge on this matter is not sufficient and conclusive enough due to numerous shortcomings in the empirical methods of investigations used in the previous studies. Given these contradictions, it is in the interest of all the parties concerned in the provision of education to students to consider this matter further to understand the implication of video games on academic performance, which warrants this further investigation. In that respect, this paper sets out to examine the effects of video games on students’ achievement, particularly in Mathematics by integrating findings from previous studies on the impact of video games on students’ performance in the subject. Besides that, this paper will also pay considerable attention to the opinions from practitioners in the education sector, particularly the various perspectives of teachers who are on the ground in the practical educational context, regarding the matter at hand. The findings from this investigation will provide very candid insights that will benefit policy makers in the educational sector, thereby promoting educational performance in general. Scholarly perspectives Kim and Chang (2010) conduct an empirical study in which they set out to examine the effects of playing computer games on math achievement of students in the fourth grade while paying attention to two main variables namely gender and language. These two establish that the English-speaking students who play math-based computer games regularly in school often achieve lower on their math tests in comparison to their colleagues who do not play the video games at all. Interestingly, their findings also establish that male students who speak other languages other than English and regularly play math-based video games at school perform better in math tests, and their math ability is even much better than their English-speaking counterparts who do not play video games at all. According to Rice (2007), computer games are increasingly emerging to be a phenomenon instructional medium that provides not only cognitive efficiencies for experimental learning, but also team building, as well as profound comprehension of abstract concepts in the educational context. Rice highlights that educational games offer a unique opportunity for students to experience activities within a cognitive domain in which they can acquire new knowledge, and that reluctance to fully embrace the use of this strong and vibrant medium for interaction and instruction in the classroom is hampered by the negative perceptions held by educators. Shen, et al (2011) argues that video games are powerful alternatives to the conventional ways of teaching and learning in the classroom context since students acquire a vast amount of knowledge through the exploration, analysis of problems, as well as the mere accomplishment of game activities by overcoming the tough challenges in the video-gaming contexts. Shen et al and colleagues explain that in simulated game situations, students are compelled to make quick judgments, as well as to plan for the effective utilization and management of resources accordingly, while taking rapid measures in the course of the game. They also highlight previous studies that have linked game-based learning to positive learning attitudes, enhanced motivation, knowledge, as well as, the acquisition of high-order cognitive skills including meta-cognition, thinking skills, and problem-solving skills. In this respect, mathematics ability in students playing these video games is more likely to be improved since their thinking is at higher levels of meta-cognition and they are able to make quick judgments in solving sums. Powers, Kasey et al (2013) examine the effects of video gaming on cognitive functioning particularly in areas such as auditory/visual processing, executive functions, motor skills, as well as spatial imagery. Powers and colleagues establish considerable influences of video games experience on information processing and moderate impacts on the level of studies; whereas there were moderate to large effects of video games on auditory and visual processing abilities of students, their findings established a considerable correspondence between video games and levels of motor-skills, and spatial imagery. In their case, Power and colleagues could not establish strong linkages between video games and academic intelligence, but their findings most certainly reaffirm that video games can and do enhance specific perceptual and motor skills such as visual and spatial processing, as well as, hand-eye coordination, which can be beneficial for students in math. Maloy, Edwards, and Anderson (2010) investigate the effectiveness of using a web-based tutoring system and learning games as well as students’ writing in the instruction of math problem solving. They point out that 4MALITY, initially a web-based system that provided tutorial support to students in math, has gradually evolved to a broader set of math coaching strategies that incorporate a wide array of computer activities, learning games, as well as student’s creative writing of math problems. On the strength of previous studies that established a strong concurrence between high performance in mathematics with students’ use of computer-based activities such as math-based video games, they propose that a structured practice and creative exploration of math problem solving through a composite of online-based strategies can provide effective alternatives to classroom instruction in mathematics. Another significant research touts game-based learning as inevitably the future of classroom instruction citing the case of the Algiers Charter Schools Association where the revolutionary Dimension-U Learning System has been incorporated to enhance students’ achievement in math (NewsRX, 2011). The institution has incorporated classroom math instruction with immersive digital games to boost math performance while preparing the learners for the global technological challenges in practical life contexts. According to the teachers’ observations, students are able to visualize an actual convergence of the physical, virtual, as well as fantastic realities that will enable them thrive in the 21st century by engaging in the Dimension-U games. These games embed over 400 math and literary skills in a variety of 3D interactive formats, thus assisting students to learn and to master multi-faceted concepts both in mathematics and in other literary areas, within the 3-D lesson based gaming contexts. According to Wireless News 2008, the Dimension-U games have been found to be very effective in introducing mathematical concepts, differentiating instruction, while keeping students fully engaged in their own learning. Furthermore, these games help increase time spent on tasks, and students’ motivation to solve math problems thereby enhancing performance altogether, especially because it has long been established that children learn best through play. Dimension-U games for math instruction meet the standards of the National Council of Teachers of Mathematics, while all their math as well as literary content aligns to the Common Core Standards of the 50 states including the District of Columbia (NewsRX, 2011). Overall, these games provide not only a collaborative, but also a content-rich, immersive learning environment of research-based instructional tools that are very crucial for enhancing performance in Mathematics for elementary, middle, and even high school students. Mansureh, Atsusi, and Haiyan (2008) confirm previous findings that the Dimension-M math video games result to significant positive effects on the achievement of students in mathematics in a public school setting since students who engaged in these games showed remarkable improvements in their math ability. Their research also underscores the prevailing perceptions among both the teachers and the students that the Dimension-M math games indeed influence math ability by improving the participants’ comprehension of math problems and problem solving capacity. The teachers view the Dimension-M math games as effective teaching and learning tools in classroom instruction particularly because they are experimental in nature besides offering alternative ways of teaching and learning in the classroom. Most importantly, the teachers believe that the games motivate the students to learn mathematics first so that they can be in a position to solve the challenging game tasks in order to progress in the games. The students, on the other hand, consider the games as effective because they combine learning and fun making it enjoyable, besides offering mathematics in adventurous and exploratory contexts while challenging them to learn mathematics. In light of Gillispie (2008)’s findings, engaging the modern day students in the conventional physical classroom may prove to be such a daunting task for teachers especially because learners are exposed to various media outlets, a phenomenon that was unheard of only a few years ago. Gillispie also examines whether the highly interactive 3-Dimensional Dimension-M math game can influence the achievements of middle school students in mathematics and their attitudes towards the subject. His findings are consistent with other studies that have previously examined that lead to the conclusion that indeed the game can potentially result to positive influences on the students’ achievement in math. Nonetheless, this research confirms previous findings that students do respond to mathematics more enthusiastically in the Dimension-M environment than in the conventional classroom context since it transforms learning into fun while challenging the learners to learn mathematics to unravel complicated challenges in order to progress to higher levels of the game. Practitioners’ perspectives Teachers in learning institutions have also engaged in the ongoing debate regarding whether or not math-based video games have any significant impact on students’ achievement in the subject, and an examination of their perspectives reflects diverse opinions in the teaching fraternity. Razak, Connolly, and Hainey (2011) investigate teachers’ perspectives on the use of games-based learning within the curriculum for excellence context yielding findings that teachers perceive video games as beneficial for students since they improve their problem-solving skills as well as recollection ability. A majority of teachers agree that video games or digital games-based learning are effective for classroom instruction because they challenge learners, arouse their curiosity, while encouraging cooperation but still remaining enjoyable for them. Teachers report using digital games-based learning approaches in the classroom instruction since it transforms learning into a fun, motivating, as well as engaging activity that the students enjoy; in this respect, the digital game-based learning approach could greatly improve students’ performance in mathematics, which many students do not simply enjoy in schools. According to Can and Cagiltay (2006), teacher’s perspective are the single-most critical factor to the success or failure of the integration of computer games with classroom instruction; their study on the perspectives of Turkish prospective teachers on the use of computer games with educational futures establishes positive perceptions among the group. The Interviews with the Turkish group of aspiring teachers reveal a remarkable concurrence among the practitioners to be that indeed computer games have the potential of helping students to develop useful skills and knowledge; most of them revealed that they also plan to adopt this digital-game based learning approach in classroom instruction. However, the group also expressed their concerns regarding a number of drawbacks that may impinge on the effective utilization of video games in classroom instruction; for instance, most of the teachers to be expressed doubts regarding issues of classroom management and the educational effectiveness of the video games on the market. According to Dana (2013), who examines both pre- and in-service teachers’ perspectives regarding the use of video games in the classroom, many teachers endorse digital-game based learning approaches as a brilliant way of leveraging technology to engage as well as to motivate students in classroom instruction. Both groups of teachers agree that video games add value in the classroom since they lead to meaningful interactions that help the students to grasp technical and often abstract concepts that are crucial in problem solving in the classroom context. This literature also highlights findings from other studies, which have also come to a similar conclusion, that indeed the prevailing attitudes among educational practitioners in the educational field regarding the use of video games in classroom instruction are positive. Their data reveals that both in-service and pre-service teachers regard educational-based video games as value-adding instructional tools in the classroom and consider using them to enhance knowledge acquisition and retention accordingly. This research is very central to the present study, since it thoroughly confirms that indeed a majority of teachers are already using digital game-based learning approaches in the classroom since they regard it to be a powerful, emerging phenomenon that will revolutionize the academic sector in the near future. Overall, it is clear that the teaching professionals are open to the idea of integrating digital game-based learning approaches in their work because they believe in its capacity to promote educational achievement. A thorough evaluation of the prevailing research reveals that scholarly perspectives regarding the potential impact of video games on students’ performance, particularly in mathematics, are fairly consistent and positive. A large proportion of previous studies are consistent in their findings, leading to the conclusion that students can indeed improve their math ability by consistently playing highly interactive math-based video games such as the 3D Dimensional-M math game. The high concurrence between scholarly opinion regarding the positive influence of digital game-based learning approaches on students’ performance stems from the fact that the games are highly engaging and motivating to students since they transform learning into fun. Consistent with these findings are perspectives of both practitioners in the educational sector and students, which also confirm that indeed video games can and do have positive influences on achievement in math and attitudes towards the subject. Conclusion Ultimately, this paper has attempted to harmonize research findings from previous studies that have focused on the influence of video games on students’ performance, especially in math, as well as the perspectives of educational practitioners regarding the integration of digital game-based learning approaches in classroom instruction. This paper underscores the finding that video games can and indeed do have a positive influence on students achievement, particularly in mathematics, since they transform learning into fun by engaging and motivating students to learn the subject. Another key finding that emanates from this study is that students also respond more enthusiastically to digital game-based learning approaches than they normally do to conventional instructional methods that make learning a serious business, thereby limiting participation and performance accordingly. The highly interactive 3-D Dimensional-M math games have been proven to have positive influences not only on the students’ performance in the subject, but also on their attitudes towards the subject in general. Students who play the games are more likely to register greater scores on math tests since it provides new, alternative, and interesting ways of learning and instruction in the classroom, besides the conventional and often business-like modes of learning. According to the students themselves, the games as effective because they combine learning and fun making it enjoyable, besides allowing them to do math in adventurous and exploratory contexts; nonetheless, the students prefer the games because they challenge them to learn mathematics. The teaching professionals are open to the idea of integrating digital game-based learning approaches in their work because they believe in its capacity to promote educational achievement. References Kim, Sunha, & Chang, Mido. (2010). Computer games for the math achievement of diverse students. Journal of Educational Technology & Society, 13(3): 224-232. Wilmington, N.C. (2009). University of North Carolina Wilmington faculty to study effects of educational video games on student mathematical achievement. US Fed News Service, Including US State News. Rice, J.W. (2007). New media resistance: Barriers to implementation of computer video games in the classroom. Journal of Educational Multimedia and Hypermedia, 16(3), 249-261.  Shen, C. et al. (2011). The effectiveness of game-based learning on students mnemonic techniques and perceptions. Paper presented at the European Conference on Games Based Learning 553-XVIII.  Powers, K.L., et al. (2013). Effects of video-game play on information processing: A meta-analytic investigation. Psychonomic Bulletin & Review, 20(6), 1055-79. Maloy, R.W., Edwards, S.A., & Anderson, G. (2010). Teaching math problem solving using a web-based tutoring system, learning games, and students writing. Journal of STEM Education : Innovations and Research, 11(1), 82-90.  NewsRX. (2011). “Mathematics; Algiers charter school association adds Dimension-U educational video games to curriculum offering.” Electronics Business Journal 181. “Study says TV, video games hurt school performance.” (2006). Journal of Educational Teaching, 110(25):25. Razak, A.A., Connolly, T. & Hainey, T. (2011). The use of games-based learning within the curriculum for excellence: The teachers perspective. Paper presented at the European Conference on Games Based Learning:1-XI. Can, G. & Cagiltay, K. (2006). Turkish prospective teachers perceptions regarding the use of computer games with educational features. Journal of Educational Technology & Society, 9(1). Wireless News (2008). “Tabula-digita says its Dimension-M educational video games found to have positive effect on student math achievement.” Wireless News June 18, 2008. Retrieved from http://search.proquest.com/docview/210249090?accountid=1331 Dana, R. (2013). Video Games in the Classroom: The Teacher Point of View. Foundations of Digital Gaming G4L. Retrieved from: http://www.academia.edu/3530112/Video_Games_in_the_Classroom_The_Teacher_Perspective Gillispie, L.B. (2008). Effects of a 3-d video game on middle school student achievement and attitude in mathematics. Retrieved from: http://www.edurealms.com/documents/Video_Games_Middle_School_Math_Gillispie.pdf Mansureh, K., Atsusi, H. & Haiyan, B. (2008). The Effects of Modern Math Computer Games on Learners’ Math Achievement and Math Course Motivation in a Public High School Setting. Retrieved from: http://wsfcs.k12.nc.us/cms/lib/NC01001395/Centricity/Domain/2144/u_of_central_florida_research_brief.pdf Read More