The Video Game Visuals and the Visuals Used in Online Learning - Term Paper Example

Research Paper Name Tutor Course Date Introduction My topic focuses on the use of visuals in professional, popular and pedagogic science. This topic is very interesting to me because learning is a process which is very challenging to many people. The learning of science for instance is very difficult to many people. Different methods have been devised to facilitate the learning of science. Science include such subjects as Biology, Chemistry, Physics and Mathematics. One of the methods, which I find interesting, and which I am going to discuss in this paper is the use of visuals. Visuals From extensive research, it has been noted that the use of visual cues is very effective in facilitating the retrieval and rememberance of information. The results from research on the impact of visual learning make clear sense when one considers the fact that human brain is designed mainly to serve as image processor. Scientifically, much of the sensory cortex is set aside for vision. The human brain is not designed to be a word processor. The section of the brain used for processing word is very small compared to the part designed for processing visual images. Visual images can come in form of video games designed for learning, interactive visuals in online learning, among others. Much of this paper will focus on the video game visuals and the visuals used in online learning. According to a study conducted by Kaiser Family Foundation and Children’s Digital Media Centres, children in United States spend hours a day watching television, using computer and playing video games. The children are exposed to the media and technologies at a much younger stage of development (Rideout, Vandewater & Wartella, 2003). There are evidences from the studies that violent games can lead to children’s aggressive play and violent behaviour (Funk, 2001). It is true that the violent video games teach aggression and - promote self- centric attitude (Gentile & Anderson, 2007). Analysis of the various studies conducted in the field reveals that the increased exposure to video games increase physiological and aggression related effects. It is also said to promote antisocial behaviour (Sherry, 2001). As evident from the different psychological studies that studies the behavioural impact of the video games, there are five negative effects of video games a) children tend to become meaner, more aggressive and more violent; b) they develop a tendency to see the world as a scary place; c) they develop a tendency to become more callous and less sympathetic; d) they tend to eat more; e) they develop a lack of social attitude (Gentile & Anderson, 2007). According to the study conducted by Roe and Mujis (1996) frequent gaming reduces the time allotted for homework. It has been found that the boys who were academically unsuccessful were the ones who spend more time playing video games (Roe and Mujis, 1996). The students, who were found to be frequent gamers, were the ones who showed a lethargic attitude towards learning by reading (Squire, 2005). A study conducted by Pillay (2003) throws light on the fact that playing computer games for recreational purpose is highly influential in promoting the computer based educational tasks. Even the psychological stream of studies on this topic has indicated that the video games enhance hand- eye coordination, spatial skills, visual scanning and auditory discrimination skills (Provenzo, 1991). It is to be noted that violence and aggression are integral elements of video games that are used for recreational purpose not educational purpose. Computer based instruction is found to have a positive impact on the process of learning as a result of factors that motivates, increase curiosity and control and promote fantasy (Tzeng, 1999). Computer games are considered as valuable tools in enhancing learning as they serve as a means of encouraging those learners who usually lack confidence or interest in studies (Klawe, 1998). Through educational games children can improve important skills like strategic thinking, planning, communication, group decision making, application of numbers etc. (Kirriemuir & McFarlane, 2004). A large number of kids in United States are found to be engaged for at least a few hours of their day in pursuing this activity (Gee, 2003). The skills such as abstract reasoning, problem solving, spatial logic and pattern recognition are most likely to develop through the process of game playing (Gee, 2003). Thirdly, video games have the potential to develop non- cognitive skills of children. It helps in development of concentration, induces hyperactivity, builds self- esteem and promotes the development of identity (Jones, 1998). The findings from a number of studies corroborate that the appropriately designed educational games improves the learning performance of the students especially in the domain of science, mathematics literature and language. (Gee, 2003). Computer games are specifically found to be effective in improving the achievement levels of both children and adults in the arena of mathematics. Mathematics is a subject where the specific objectives can easily be stated. With the learning objectives specified these games have positive effects on students’ motivation and classroom dynamics (Rosas et al. 2003). Different researchers and educational scholars have proved that using educational games in the classroom is very effective in improving the students’ attitudes towards mathematics. These games attract the attention of the students and make the learning environment more friendly, engaging and motivating. There is strong evidence in these studies that the appropriately designed educational tools are potentially capable of enhancing children’s learning environment (Klawe, 1998; Bragg, 2007). According to a study, there is no clear causal relationship between the gaming and academic performance. This study finds both positive and negative effects of gaming on academic performance. Math educational games present before the child some meaningful challenging tasks which facilitate their interest in exploration. These educational games thus help in focusing on conceptual understanding and problem-solving rather than on the formal derivation (Kirriemuir & McFarlane, 2004). The video games research in the field of mathematics reveals that playing video games improves the basic mathematical abilities. It promotes innovative mathematical thinking skills by creating an ideal platform for the teachers to facilitate transmission of mathematical skills. According to a study, the video games that are specifically designed to teach the mathematical skills are found to be very effective in improving the academic performance of the primary students. Such games had positive impact on the learning, motivation and classroom dynamics. These games helped to promote learning by increasing the levels of concentration in learner and promoting a tendency to do more (Rosas et al., 2003). The appropriateness of the game used for instruction, plays a very important role in making the game an effective means of learning (Simpson et al., 2006; Bragg, 2007; Klawe, 1998). Through the use of educational games, children can acquire and develop valuable skills like strategic thinking, planning, the application of numbers, communication, negotiation, group activities, decision making and data handling (Kirriemuir & MacFarlane, 2004). It was found in the study that both the group showed positive signs of improvement in their learning but using computer based games can prove as a practical assistance in the traditional tutoring programme (Schwartz, 1988). Pedagogical This section discusses the applications of visuals in teaching. Visuals can be used in teaching effectively. There are some teaching tools that fall to the category of visuals. These visual teaching tools will be discussed mainly on the baseis of online learners. This is because these tools are very applicable as far as online learning is concerned. Two most important teaching tools are highlighted. These are Blackboard and Second Life (SL) (Lester & King, 2009). Blackboard has asynchronous features including discussion board assignments, grade checking, course material links, classroom discussion recordings, examinations, paper depository as well as a synchronous feature called the “virtual classroom” (Lester & King, 2009). The other type of online instruction tool that employs both the visual display and communicative features is the software program called Second Life (SL), which combines visual cues inherent in the real, analog world in form of movement, color, depth and form with an interactive communicative experience. It is also important to understand the student characteristics and learning styles as far as the use of visuals is concerned. It is hereby argued that according to Reiser & Dempsey (2012), student characteristics to a large extent inform the learning environment the visual communication learners choose. Besides, it is important to note that the students of visual communications taking the online classes prefer the mode of learning consistent with their preferred personalities and learning styles. It is also good to note the comparison and impact on learner performance. Here, Reiser & Dempsey (2012) notes that both extrinsically and intrinsically motivated students can enjoy and realize academic success regardless of the instructional setting, whether online or traditional. Another area of comparison between the visual communications for online and traditional learners revolves around convenience. According to Lester & King (2009), because online students can attend the classes at their convenience from their personal computers, it has the capability to improve the academic engagement by the online visual communication learners since they feel more comfortable when taking their courses. Less interaction and lack of effective communication is one factor that Jonassen, Howland, Marra, & Crismond (2012) identify as hindering the effectiveness of visual communication programs via online platforms. Similarly, George-Palilonis & Filak (2009) concur that the visual communication programs offered through online platforms denies the students the opportunity to interact with their instructors especially with regard to pertinent or perplexing issues that the student might require direct clarification from the instructor. Lester & King (2009) also highlight an important observation by noting that online visual communication online learning can isolate the students and make them neglect or put off coursework, which can eventually make them drop completely out of the online class. George-Palilonis & Filak (2009) have also identified lack of facilities as another obvious hindrance that might limit the effectiveness of the visual communication online learners. Rogers (2003) contends that fields such as interpersonal relations and scientific research may be extremely difficult to assemble or incorporate without loss of quality in a virtual learning environment. Jonassen, Howland, Marra, & Crismond (2012) identify various strategies that they deem paramount for improving the performance of the online students. The learners should also have the qualities of being able to communicate effectively and clearly via writing because most of the communication in the virtual classrooms revolves around the ability of the students to express their issues effectively through writing (Jonassen, Howland, Marra, & Crismond, 2012). Research by Lester & King (2009) in the Journal of Computer-Mediated Communication pointed out no significant differences in academic performance between the online and traditional learners in visual communication programs. Popular As far as the use of visuals is concerned, one of the popular area is the use of blended learning in Visual Communications. In this section Lester & King (2009) found out that discussion boards provide both benefits and challenges. The benefits identified by the authors included development of student community and increased student interactions while the challenges included frequency of off-topic discussions, general lack of communication initiation and too much communication that might end up becoming irrelevant for the visual communications class. Blending online learning together with targeted classroom sessions in the traditional school environment is the solution that George-Palilonis & Filak (2009) identify as paramount in tackling challenges associated with both learning environments and improving learning outcomes for the visual communication learners. According to George-Palilonis & Filak (2009), the blend should only center on the strengths of the different learning environments and should not factor in the weaknesses when coming up with this hybrid instructional setting. Incorporating traditional lectures and multimedia tools in a blended fashion in the visual communications courses present a viable opportunity for realizing the strengths manifested by these two instructional settings and can help to counter the weaknesses exhibited by using only one type of instructional setting to the visual communications classroom (George-Palilonis & Filak, 2009). According to George-Palilonis & Filak (2009), some of these changes include emergence of multimedia learning and teaching tools and hybrid classes that blend digital and traditional content delivery. Similarly, traditional print centric visual communication programs have had to find room for multimedia storytelling and Web design in addition to technical skills development and more software training (George-Palilonis & Filak, 2009). Jonassen, Howland, Marra, & Crismond (2012) also support this view pointing out that blending digital and traditional content delivery in visual communications will aid to adress the various weaknesses exhibited by both learning environment when functioning independently. Furthermore, the blended instructional setting provides opportunities for the stakeholders involved in the design of the visual communications curriculum to explore alternatives that can aid to improve student performance and improve the course outcomes (Jonassen, Howland, Marra, & Crismond, 2012). Online teaching technologies are gradually manifesting a tremendous impact on traditional campus-based setting for the visual communications course learners (Benoit, Milyo, & Hansen, 2006). Face-to-face visual communications learners can get numerous educational resources available on the Web, while access to class material no longer confides to the physical space of the classroom or limited to class time (George-Palilonis & Filak, 2009). Impediments to online learning and teaching of the online visual communications course can be epistemological, situational, psychological, philosophical, technical, pedagogical, cultural and/or social (Tapscott, 2009). Conclusion This is the last section of the research paper in which studies of visual communication for online and traditional learners provide a viable platform for comparing the effectiveness of these two alternatives. The recent past has witnessed an increase of enrollment in the visual communications online learning and this has necessitated significant research into the nature of learning and impacts of this system as compared to the traditional face-to-face learning environment. References Benoit, P. J., Milyo, J., & Hansen, G. (2006). The effects of traditional vs. web-assisted instruction on student learning and satisfaction. Columbia,MO: University of Missouri Graduate School. George-Palilonis, J., & Filak, V. (2009). Blended Learning in the Visual Communications Classroom: Student Reflections on a Multimedia Course. Electronic Journal of e-Learning , 7 (3), 247-256. http://www.ejel.org/issue/download.html?idArticle=103 Jonassen, D., Howland, J., Marra, R. M., & Crismond, D. (2012). Meaningful learning with technology (4 ed.). Upper Saddle River, NJ.: Pearson. Kirtman, L. (2009). Online Versus In-Class Courses: An Examination of Differences in Learning Outcomes. Issues in Teacher Education , 18 (2), 103-116. Lester, P. M., & King, C. M. (2009). Analog vs. Digital Instruction and Learning: Teaching Within First and Second Life Environments. Journal of Computer-Mediated Communication , 14, 457-483. http://commfaculty.fullerton.edu/lester/writings/sl_face.pdf Reiser, R., & Dempsey, J. (2012). Trends and Issues in instructional design and technology (3 ed.). New York, NY: Pearson. Rogers, E. M. (2003). Diffusion of innovations (5 ed.). New York, NY: Free Press. Tapscott, D. (2009). Growing up digital: How the net generation is changing your world. New York, NY: McGraw Hill. Read More