Using Computer Games for Learning - Essay Example

Using Computer Games for Learning Introduction Playing games is considered to be an important part of our mental and social development. There are many claims about the usefulness of computer games in the process of learning. They stimulate the leaner and encourage the development of their cognitive and social skills. However, the frequent use of video games may also aggravate negative psycho-social propensities in the learners, and they may turn addictive and have some health implication as well. It has been argued that playing, especially during the early childhood performs a significant role in a person’s social, psychological and intellectual development. Gaming is considered to be a voluntary activity, which is intrinsically motivating and involves some kind of activity that helps in building some specific skills and qualities in an individual. Such attributes are considered similar to those which are present in modern educational theories, considering learning as a rewarding and self-motivating activity. Benefits Associated with Computer Games Playing computer games is not always considered to be the opposite of work; as leisure, and is also considered to be a mode of learning which is universally acceptable. There is no doubt about the fact that the advent of computer supporting superior graphics has initiated an explosion in the world of gaming software. This billion dollar industry annually produces different types of games providing a source of adventure to its users. While playing these games the players become immersed in this virtual world which includes stunning graphics and they soon become addicted to the story-line, videos and sound of these games. However there are several consequences and questions associated with this form of entertainment which affect the motivation ability and cognitive functions, thereby taking the player to a virtual world. There are several games that increase the intrinsic motivation of the players by stimulating curiosity. This is considered to be the effect of challenges and characteristics of fantasy present in the game. The form of learning that appears to be fun to the learner is considered to be more effective. It has been argued by various researchers that games benefit the learning ability and educational practices of learners and therefore there is a need of combining the fun element with different aspects of system design and instruction design that includes interactive, learning and motivational components. It has been found that three elements; curiosity, fantasy and challenge contribute to the fun present in computer games. A close association can be drawn between playing computer games and learning. Computer games are known for enhancing the experimentation ability, visualization and creativity of the player and they often develop critical thinking in an individual, as they analyze and evaluate the information in order to reach to some concrete conclusion (Mitchell & Savill-Smith, 2012). Visualization on the other hand is considered to be the key towards cognitive strategy and plays and significant role in identifying and solving a problem. It has been stated by various researchers that our sense of vision is considered to be the most diverse source of information gathering from the world present around us. Visualization is considered to be of great value in computer games, as many of the problems present in the games may require manipulating some elements and objects in the explanatory environment surrounded and may also be associated with competition and goal formation. It is considered that manipulating objects stimulates training and learning. It has also been proposed that competition and goal formation are two significant components of motivation. There are different types of games such as simulation, adventure, role playing, strategy games, etc. However it has been proposed by the educational researchers that the learning is promoted in individuals by playing adventure and simulation games (Alan Amory, Vincent, & Adams, 2000). Sometimes even the simple computer games can be designed for the purpose of addressing the learning outcomes of the individuals such as recalling the factual content or involving discussion and active involvement of individual. Simulation games are considered to be beneficial vehicles for embedding different types of curriculum content such as scientific concepts and mathematics, which may have otherwise been hard to visualize. Interactive games have been used successfully with college going students for enhancing their creativity and several other forms of critical thinking. The complex computer games possess the ability of supporting the cognitive processing and developing the strategic skills in an individual. The brain oscillation associated with spatial and navigational learning occurs more frequently in complex games. These kinds of games increase the recollection and learning capabilities of individuals, thereby encouraging greater academic, computer and social literacy skills. The simulation games allow the engagement in the learning activities that would otherwise have been too costly, dangerous, impractical or difficult to be implemented inside the classroom. Simulation games enable engagement in learning activities that otherwise would have been difficult to accomplish by any other means. The well-produced and imaginative computer games can also be used in the form of interactive stories. The learners’ participation in these type of stories based games can also change their relationship with information by encouraging experimentation, creativity and experimentation; thereby finding new and different ways of tackling the games. Simulation games are complex and flexible enough to cater different type of learning styles by the help of graphics. They also broaden the exposure of learners to different perspective and people, encouraging collaboration and supporting informative post-game discussions. These games put the learners in a decision making situation and pushes the players towards much harder challenges than experienced before. They enable learning through trial and error methods (Games: Improving Education, 2013). Disadvantages Associated with Computer Games It has also been found that excessive gaming may result in some psycho-social effects in people, which may range from low self-esteem to their dependency to aggressive and asocial attitudes and behaviors such as stealing and gambling for paying their finances. Many of the computer games are based on single player modes which are criticized for isolating them from their friends and families for hours. They often require long number of hours that would otherwise have been spent in doing something more social and productive work. Computer games do not require much physical activity that results in making the gamers unfits; however, the newly introduced motion games require active physical contribution of the players. Computer games can be addictive as all the players care about is moving to the next level. The gamers sit and play the computer games for hours, literally not caring about what is happening in their external environment. All they care about is overcoming the obstacles in the game that would help them to get to the next level, which often makes them fall behind on academic level (Desai, 2014). Conclusion It has been found that computer games are firmly embedded in youth culture and are increasingly being used by people present in their twenties and even the ones present beyond that, as the gaming generation is maturing with every passing day. However these games are enormously being used in learning as they are engaging and use visual and spatial aesthetics which drags the player to some virtual world that appear somewhat real to them in their own terms. They motivate the gamers by introducing a fun, challenging and interactive virtual environment and feedback. Some educational consideration can also be associated with games as well. However there are certain risk factors that negatively impact in encouraging learning in an individual through games. For example, learning objectives should not correspond with the objective of the game, as they may distract the individual from their original learning objectives. References Games: Improving Education. (2013). Retrieved November 6, 2014, from http://www.theesa.com/games-improving-what-matters/education.asp Alan Amory, K. N., Vincent, J., & Adams, C. (2000). The use of computer games as an educational tool: identification of appropriate game types and game elements . British Journal of Educational Technology, 311-321. Desai, V. (2014). Advantages and disadvantages of playing video games. Retrieved November 6, 2014, from http://www.careerride.com/view.aspx?id=12910 Mitchell, A., & Savill-Smith, C. (2012). The use of computer and video games for learning. A review of the literature. Read More