The Effect of Using Educational Electronic Games - Literature review Example

Literature Review Name University School Course Date The effect of using educational electronic games to improve students’ English Language reading skills at a primary school in Riyadh Saudi Arabia Studies on the effect of using electronic educational games to improve the English language Rankin et al., (2006) conducted a study on the role of 3-D games as language learning tools. The study involved five students over a period of four weeks and utilised pre-test and post-test questionnaires in English communication skills after eight sessions of game interactions. The study findings showed a 40% improvement in the vocabulary of learners following the completion of the scheduled sessions for the games (Rankin, Gold, & Gooch, 2006) . The authors acknowledged that indeed video games enhance the problem-solving skills of learners as they engage in complex cognitive tasks in the processes of playing the games. Furthermore, the authors established that most video games rely on motivating the players to accomplish more superior tasks thus enabling them to establish goals and this can be harnessed to improve learning (Perrotta et al., 2013; Rankin et al., 2006; Squire, 2003). Rakin et al., (2006) postulated that computer-based video games are very participatory in a virtual environment that engulfs the learners thus reducing the gap existing between the learner and the English native speakers. In addition, the authors observed that there is an unrestricted interaction of the learners within the virtual environments, which are non-threatening for learning English (Rankin et al., 2006). On the flipside, unrestricted learning environments may expose learners to bad habits like bullying, which in the long run de-motivate and make them loose interest in learning English (Derakhshan & Khatir, 2015). The sample used in this study comprised of only five students who were also studied within a very short period of time (Ke, 2009). Consequently, it is impossible to generalise these findings and the conclusion that 3-D games motivate and improve English learning skills of foreigners are unreliable based on this study (Bradshaw & Stratford, 2010). Qteefan, (2012) conducted controlled experiments to assess the effectiveness of educational computer games on fifth graders' achievement in the English language in Gaza comprising of 140 students from two schools. The study utilised pre- and post-test questionnaires to generate comparative data from both the control group and the experimental group that was exposed to computer games during the study period (Qteefan, 2012). The findings revealed significant differences in language skills between the experimental and control groups for both genders. The researcher concluded that the strategy of using electronic games to teach English was more superior to the traditional methods. In addition, the games diversified the learning approaches while offering a better environment to master English. Moreover, the games stimulate the students and enhance the autonomous practice of the language and maintained their level of motivation (Qteefan, 2012). This study focused on educational computer games as an effective way of learning English and the conclusion that this approach is more superior to the traditional method of teaching English has no scientific basis since no data was provided to substantiate such a claim(Bryman, 2015). It is also not clear as to what the author meant by her assertion of traditional methods of teaching English as well as the degree of efficacy of game-based learning. Finally, the data presented does not reveal what language skills were measured by the researcher and what the skills test really entailed (Berger, 2015). According to a study on the effects of using games for English as a second language for primary school learners, Laurian-Fitzgerald, (2015) challenges educators to integrate games while teaching the English language based on their beneficial effects. The author argues that games stimulate and motivate students while building their self-confidence and self-esteem, which are essential in learning English. The study involved 14 students in their fourth grade from the rural parts of Romania with a beginner level in English (Laurian-Fitzgerald, 2015). The researcher conducted pre- and post-test evaluations of the students focusing on self-esteem, motivation, and language learning between eighteen sessions. The findings revealed that students interacted openly in English while playing games as opposed to the classroom setups. The author concluded that the games strengthen the learners’ English skills through new vocabulary and expressive ability (Laurian-Fitzgerald, 2015). The sample for this study was very limited and multiple studies involving larger samples would be essential before the findings are generalised. In addition, the data collection tool used in this study only focused on the subjective feelings of the student (Burns, 2012). Considering the students were being observed by their teachers, it is possible to give responses that they perceived to be what the teachers wanted from them hence the data obtained is not very reliable to draw scientific conclusions (Creswell, 2013). The researcher also needed to have a control group that would otherwise confirm that the students under this study performed better in their post-tests because of the games that they were exposed to. The students were subjected to the same pre- and post-test which is not a reliable measure to ascertain improvement in knowledge and skills (Daymon & Holloway, 2010). This is because the initial exposure to the questions familiarises the learners who on the second exposure will tend to perform better without any form of intervention (Doody & Noonan, 2013). Studies on using electronic educational games in teaching The utilisation of electronic games to support teaching is referred to as game-based learning (Liu & Chu, 2010). Various studies affirm the growing fact that electronic games have a positive impact on the learners' motivation, mind engagement, knowledge acquisition, problem-solving, and self-esteem (Ranalli, 2008). In addition, the games confer a positive impact on the students’ attitudes towards learning different subjects such as Mathematics and English (Perrotta, Featherstone, Aston, & Houghton, 2013). Squire, (2008) reviewed the historical perspectives on video games in education and noted the fact that scholars in the field only discussed their social implications while ignoring the potential benefits they would confer to the learners. The author contests the decision by education scholars to ignore games as learning tools and argues that the potential cognitive benefits of games outweighed the associated risks as postulated by different scholars. He affirms the unmatched opportunities for learning presented by electronic games especially for students struggling with new subjects such as Mathematics (Squire, 2003). Indeed electronic games have potentially harmful effects by impacting on the learner's social interactions (Yip & Kwan, 2006). Alternative studies emphasise on the need for education scholars to adopt learning approaches that holistically address the needs of the learners to facilitate the growth of the learner in all aspects (Aldrich, 2005). Contrary to the views expressed by Squire, (2008), proficiency in speaking English is one aspect that may no doubt benefit from the use of video games but also hamper the social learning of the student. In a different study, it was established that video games divert the concentration of learners and inhibit them from gaining new skills in English since completion of tasks does not translate to speaking English (Featherstone, Aston, & Houghton, 2013). Developers of video games have perfected their skills in creating characters and missions that elicit different emotions such as fear, aggressiveness, wonder, and joy in a child playing them (Gros, 2007). Consequently, these attributes from video games are easily learned by children thus leading to episodes of violence, gender stereotyping, egocentrism, individualistic attitudes, social maladjustment, and dwindling of creativity in the child (Kebritchi, Hirumi, & Bai, 2010). The authors caution teachers who rely on video games to support the learning of their students due to the potentially harmful effects (Bakar, Inal, & Cagiltay, 2006; Perrotta et al., 2013; Tüzün, Yılmaz-Soylu, Karakuş, İnal, & Kızılkaya, 2009). Moreover, when a learner fails to complete a task in a video game, they spend most of their time visualising how best to complete the task during their next session of the game. Consequently, the learner has divided attention and may fail to concentrate in class as they attempt to crack the puzzle in the game (O’Neil, Wainess, & Baker, 2005). Some children develop addictions towards the games and may spend their entire time looking for avenues to play their favourite games at the expense of gaining new skills in English. Finally, the study observed that playing video games leads to mental exhaustion and fatigue thereby impairs meaningful academic learning (Yip & Kwan, 2006). Moreover, games consume time and may delay the process of learning due to limitations in the content covered at one particular time (Rankin et al., 2006). Some students may lack computer skills hence making their learning even much difficult through the use of video games. Similarly, the teachers may lack the technical skills essential to effectively conduct lessons through the use of games. Games equally inhibit social relationships as students only interact with virtual characters installed in the various games (Tüzün et al., 2009) Studies on improving the English language as second language Eskelinen, (2012) assessed the application of video games in learning and teaching English as a second language with a focus on Computer-assisted language learning (CALL) and Digital game-based learning (DGBL). The author argued that despite the fact that not all electronic games are education based, the skills required in playing those games are essential for learning English as a second language (Eskelinen, 2012). In addition, the games harness meta-cognitive skills of the learners thus making them adaptive to digital school environments. The author is in agreement with Laurian-Fitzgerald, (2015) in the assertion that games enhance the learner’s self-esteem, self-confidence, motivation, and self-assessment. The author further claims video games impact more on students who are weaker in grasping English as opposed to those that have attained some fluency in the language (Laurian-Fitzgerald, 2015). Noteworthy to this study is the fact that it comprised of only two study subjects and did not clearly define the study parameters. Moreover, the researcher studied students who had previously learned and gained proficiency in English. It is not accurate to measure improvement in skills amongst subjects who already possess the skill (Baxter & Jack, 2008). Additionally, the claim that weaker students record greater transformation in their language skills than the excellent students is unfounded and is not supported by any data (Berger, 2015). Contrary to this perspective, the studies discussed above revealed no significant differences amongst weaker and excellent students in English proficiency skills upon exposure to video games (Perrotta et al., 2013; Squire, 2003). According to a study on the effect of using word games on primary stage students' achievement in English language vocabulary in Jordan, Al Masri et al., (2014) utilised pre- and post-test questionnaires that measured the English vocabulary level of students. The study included 158 first grade students subdivided into experimental and control groups whereby the experimental group learned vocabulary through games while the control groups were taught using the conventional method using memorization and pictorials (Al Masri & Al Najar, 2014). The study established significant statistical variations in the post-test scores of the experimental groups in comparison with the control groups. The study concluded that the use of games promotes faster learning of English vocabulary amongst first-grade learners (Al Masri & Al Najar, 2014). Bakar et al., (2010) evaluated the use of commercial games for teaching students a new language amongst 49 prospective teachers in their fourth year of study. Under such circumstances, the data obtained by the researchers was prospective in regards to the use of video games to teach English as a second language (Bakar et al., 2006). The prospective teachers were exposed to the games over a period of two weeks and asked to identify the educational features of those games. The reports mainly focused on the merits and demerits of the various computer games as educational tools. However, the prospective teachers also raised concerns in regards to the demerits of the computers with strong fears of students getting immersed into the games and losing total focus of the study subject matter. In addition, the author observed that students easily become addicted to games and may have a difficult time controlling their impulses (Bakar et al., 2006). References Al Masri, A., & Al Najar, M. (2014). The Effect of Using Word Games on Primary Stage Students Achievement in English Language Vocabulary in Jordan. American International Journal of Contemporary Research, 4(9), 144–152. Aldrich, C. (2005). 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Laurian-Fitzgerald, S. (2015). The effects of using games for English as a second language for primary school learners. Liu, T.-Y., & Chu, Y.-L. (2010). Using ubiquitous games in an English listening and speaking course: Impact on learning outcomes and motivation. Computers & Education, 55(2), 630–643. O’Neil, H. F., Wainess, R., & Baker, E. L. (2005). Classification of learning outcomes: Evidence from the computer games literature. The Curriculum Journal, 16(4), 455–474. Perrotta, C., Featherstone, G., Aston, H., & Houghton, E. (2013). Game-based learning: Latest evidence and future directions. Slough: NFER. Qteefan, G. N. (2012). The effectiveness of using educational computer games on developing Palestinian fifth grader's achievement in the English language in Gaza Governorate. Ranalli, J. (2008). Learning English with The Sims: exploiting authentic computer simulation games for L2 learning. Computer Assisted Language Learning, 21(5), 441–455. Rankin, Y., Gold, R., & Gooch, B. (2006). 3D role-playing games as language learning tools. In Proceedings of EuroGraphics (Vol. 25, pp. 211–225). Citeseer. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.151.8843&rep=rep1&type=pdf Squire, K. (2003). Video games in education. Int. J. Intell. Games & Simulation, 2(1), 49–62. Tüzün, H., Yılmaz-Soylu, M., Karakuş, T., İnal, Y., & Kızılkaya, G. (2009). The effects of computer games on primary school students’ achievement and motivation in geography learning. Computers & Education, 52(1), 68–77. Yip, F. W., & Kwan, A. C. (2006). Online vocabulary games as a tool for teaching and learning English vocabulary. Educational Media International, 43(3), 233–249.  Read More