Learning Research Proposal - Essay Example

Learning Research Proposal This proposal covers the literature review and the hypothesis part of an imminent research exercise. In this essay, we will develop detailed analysis concerning the theoretical background of learning through visual and interactive tools. According to Maier and Warren (2009), earlier studies indicate that classroom teachings and PowerPoint presentations are not effective in administering academic information to students. This paper seeks to evaluate on existing knowledge and information regarding efficiency of video games in decimating information to students. Apart from theoretical background, the proposal will develop succinct and precise hypothesis for the research. In addition, the proposal takes into consideration ethical concerns that are requisite in professional research exercises. Background Within the academic sector, teachers usually try to device mechanisms through which they can improve engagement in classroom settings. Iskander (2008) says that prior to evolution of technological tools like computers and audio devices, teachers administered knowledge and information through board writings. In contemporary times, technological innovations facilitated the development of computer, which plays a significant role in implementing teaching programs in learning institutions. In a large classroom setting, computers usually require supplementary devices like projectors and audio devices. Development of appropriate software like PowerPoint enables tutors and students to view information in the text or visual forms. According to Guithrie, Patrick and Victoria (2011), psychology of learning suggest that the visual presentation of information on a white board does to elicit the required level of attention among the student population. Therefore, specific studies suggest that other technological techniques which attract student’s attention could facilitate learning. In this regard, video games feature as the most appropriate element that can elicit desired interest and attention among learners. In order to evaluate the validity of this claim, we will carry out an objective analysis of available information on learning tools. Learning Theories In order to appreciate and understand the role of video games in learning, it would be appropriate to understand the psychological nature of cognitive enhancement. According to Guithrie et al, (2011), numerous learning theories will serve the purpose of validating advantages of interactive tools in the classroom. One such theory involves the aspect of sensory stimulation. Research on cognitive development indicates that individuals can only learn after developing an elevated sense of sensory arousal. In this case, arousal entails manipulation of human senses of hearing and sight. In addition, sensory stimulations come with corresponding emotional feelings that reinforce acquisition of appropriate learning attitudes. Additional information proves that approximately 70% of knowledge held by students comes from seeing. On the other hand, the sense of hearing accounts for 15% of the total information known by an average student within a learning facility. The sense of touch, smell and task only accounts for a cumulative total of 15%. This means that learning is directly proportional to sensory stimulation. Having acknowledges these facts about cognitive development; the next step entails selection of appropriate tools meant to facilitate sensory stimulation. In this case, visual and audio media devices features as the most appropriate techniques of eliciting desired stimulation on the sight and hearing senses. Apart from the learning theory of sensory stimulation, cognitive studies suggest that experiment and empirical practices facilitate learning activities. In this context, studies shows that students learn the most through practical processes as opposed to lectures in classroom settings. A famous psychologist named Kolb proposed that experimental learning comprise of four procedural phases. In the first phase, students start learning whenever they concentrate on an experiment. Sciences, especially chemistry involves reactions giving changes in color and volumes. In this case, students learn to actively concentrate on doing the experiment in order to get expected results. Taylor (2005) says that the second phase involves reflective observation. Upon obtaining expected results, students will engage in an active analysis meant to explain the outcome. The third phase involves general conceptualization of analysis findings develop in the preceding stage. Students develop interests internalizing understanding from the previous outcomes. According to Taylor (2005), the last step in experimental learning refers to active empirical undertakings. Within this phase, learners will strive to simulate further experiments in an effort to obtain customized or improved outcomes. In the context of video games, students will strive to play additional scenes in order to increase their score. Benefits of Video Games in Learning After developing a comprehensive understanding on the science of learning, we can consider looking into documented benefits of video games during learning processes. Relevant research findings from a social background show that every household in America has at least a television, a video gaming device or audio devices. According to Bremner and Lewis (2005), the same research show that individuals between the ages of 13-24 spend at least six hours every day using the media equipments mentioned within the preceding sentence. In this context, it is evident that visual and audio equipment generates substantial interest among the youth population. One benefit attributed to video games is the ability to elicit motivation and empowering feelings among students. Motivation and empowerment generates interest that enables students to continue doing a similar thing in a repetitive manner. In the process, repetitiveness corresponds to the four-cycle stages of experimental learning. On the other hand, empowerment generates interest and fosters confidence. Bremner and Lewis (2005) say that confidence and interest features as the most appropriate factors that can facilitate learning. With respect to a classroom setting, video games can lead to the development of confidence and motivation among students. Another educational benefit of video games is the fact that most games are challenging. Technical design of video games aims at creating challenges where scores achieved corresponds to the player’s skills. Those players with advanced skills are more likely to score highly than players with limited skills. In addition, typical video games have a problem that players strive to solve. Dale (2008) agrees that players can usually achieve solutions to the underlying problems in many ways. Still on the design of video games, progress through various game scenes presents impossible challenges. In an event that these students tackle the seemingly impossible situations within the game, they will end up feeling empowered and heroes. Within an actual learning environment in a classroom, games will enable students to appreciate challenges of academic problems. In the process, they will strive to strive to demonstrate their ability to handle seemingly impossible problems. According to Smith (2004), this will facilitate learning since the frequency of playing games is directly proportional to the ability to conceptualize learning outcomes. Objectives of the Research The research in subject will seek to develop substantial evidence validating a claim that video games enhance earning among students. Based on the benefits highlighted about video games, one can conclude that there is a general tendency for young people to engage in regular video games during their leisure time. According to Gholson (1998), researchers arrived at this conclusion after contrasting the time used by students in leisure activities and that used for studying. The only part that this research failed to cover involves the age bracket under which video games could give the most pronounced learning benefits. However, this study can enable educators to appreciate the fact that students willingly spend substantial time in leisure activities than on academic matters. In addition, it emerged that players of video games spends a lot of time working their way past challenging parts of a game. According to Gholson (1998), gamers continually search for excellence. In this context, this proposal considers the possibility that similar techniques can be translated into academic contexts. This move will create intrinsic motivation within the student population; hence enhancing their involvement in learning activities. In order to appreciate detailed effects of video games on learning experience, this proposal will employ the use of Fallout 3, which is a PlayStation 3 game featuring as the most popular among gamers. From the theoretical background of cognitive development, one can assert that games stimulate sensory activities of players. According to Singh (2010), there will always be an increased sense of engagement throughout the play. In order to integrate academic aspects, game designers can incorporate classroom texts and visual content. This means that the games will lead to mastery of knowledge, stimulate the need for subsequent research and facilitate overall learning. According to Rogers (2012), it is evident that games entail assuming different roles within the context of the play. Educational games enables students to assume games with tasks similar to doing assignments, holding objective discussion and presentation of situational results. In this regard, utilization of computer games will enable teachers to capture student attention throughout the lesson. Brown (2008) says that in the process, students will develop enhanced participation since failure to play a role in a video game results in defeat. This means that students will be able to retain information acquired in class for a long time. Ethics in Research Upon acknowledging relevant literature information from research materials, the next phase in this proposal entails introducing suitable participants. At this juncture, we can start looking into the methodology and research design that will facilitate the acquisition of objective and reliable results. In is agreeable that video games can capture the attention of older youth as compared to young children. This means that age features as a determining factor in selecting participants for the research. According to Schunk (2012), older youth has sufficiently developed senses and cognitive abilities than younger ones. In this regard, it would be easy to detect the ability to capture and sustain attention of adult students. Therefore, the proposal will adopt respondent services of students above 18 years. Austin and Frederick (2006) agree that the other determining factor for the research involves individuals’ exposure to the game in previous situations. Students who have already played the game will not qualify as participants. This provision serves as a regulating factor meant to prevent interferences from previous skills developed from the game. Qualified participants will undergo through orientation within the university’s psychology department. Upon acquiring a representative sample from the student population, the next step will involve assuring the students on the ethical aspects of the research. Within any given scientific research, ethics plays a significant role in addressing concerns of participants. Just like all the other video games, Fallout 3 contains scenes with significant flickering images. In this context, sudden flickering sections of visual media triggers certain medical conditions like epilepsy. Therefore, researchers will appraise the participant population in order to prevent medical complications in the process of the study. Apart from that element of informed consent, researchers will highlight the aspect of confidentiality and information protection after the research. According to Austin and Frederick (2006), it remains inherent that students should not be afraid of subjective judgments upon completion of an exercise. With respect to actual acquisition of consent, all participants will have to fill a mandatory consent form indicating their free willingness to participate in the exercise. In order to affirm ethical acquisition of consent, all forms will have to bear students’ signature at the footer sections. All participants will have to remain with copies of consent forms so that they can refer to the relevant section in the process of the study. With respect to the tasks involved in the study, students will either have to play games or engage in a simulated MS PowerPoint interactive section. In this case, student participants will receive monetary compensation for emotional and cognitive difficulties experienced during the study. In addition, students will also receive compensation during orientation periods. Cream and Wright (2001) says that on the aspect of ethics, scientific research usually deems it fit to provide feedback on findings to participants. Therefore, all participants will attend an optional debriefing session where researchers will highlight relevant findings. In an event that participants wish to gain detailed information, they will have to collect final findings report from the psychology department desk. Research Question This research derives its motivation from a claim that video games enhance effective learning interactions, as opposed to traditional classroom settings. Earlier studies suggested that students usually forget whatever they learn in class within five days after lectures. However, use of technological tools, especially media indicates the ability to retain classroom content for long periods. Another motivating factor is that most students engage in active learning activities in order to pass examinations. However, video games usually promote the joy of achieving high scores through experience and diligent efforts. In this regard, the benefits of learning through video games will enhance academic excellence within the student population. In this context, the main research question is; does video games allows students to acquire more subject concepts than other forms of presentations? In this context, the research seeks to establish the validity of the claim that games can foster educational experience; hence facilitating earning. Research Hypothesis Scientific research hypothesis should possess objective hypothesis. This proposal will utilize a research statement with qualities and characteristics of an ideal hypothesis. In this case, the hypothesis states that students involved in regular video games have a higher chance of retaining information as compared to those students who play PowerPoint games or watch lecture presentations. According to Gavin (2009), this statement provides a direction for the research exercise and infers on expected outcomes upon completion of the exercise. The statement provides a concrete and specific element that researchers expect to manifest in the research process. At the end of the research, findings will either approve or disapprove the statement. In this context, disapproval means that video games do not increase chances of retaining information from academic programs. Kumar (2010) insinuates that positive results with respect to the hypothesis statement mean that video games play a significant role in facilitating learning. In this case, the statement provides a directional prediction which guides all phases of the underlying research exercise. Variables Having stated that the hypothesis will have characteristics of an ideal statement, then the adopted hypothesis possess will comprise of both the dependent and independent variables. This research on the relationship between the use video games and ability to retain information has a tangible correlation. In this case, the hypothesis has attributes of cause-effect correlation. The independent variable within the statement is the frequency or magnitude of using educational video games. From the literature review section, video games influence the ability to retain information. According to Austin and Frederick (2006), hypothesis studies postulates that an independent variable is the one which researchers manipulate in order to obtain desired results. In actual sense, an independent variable represents the cause in a cause-effect relationship. On the other hand, the dependent variable is the one which represents the effects or research outcomes. According to Schunk (2012), the dependent variable responds to manipulations on the independent variables. With respect to the video game research hypothesis, ability to retain information responds to the magnitude of video gaming applied by students. Throughout the research process, findings will strive to approve the proposed effect of dependent variable upon manipulation of the independent variable. In an event that students using video games retain more information that those using PowerPoint plays or lecture podcast, then the research hypothesis will be approved. Conclusion In conclusion, one can acknowledge the fact that this research proposal seeks to supplement new or additional information on the issue of educational technology. At the end of the actual research, findings will indicate the relationship that exists between technological device of video games and the ability to learn. In addition, recommendations will suggest that teachers will enhance learning through the use of video games. This may result in wide appreciation and adoption of video games equipment in modern learning institutions. Reference List Austin, T. J. & Frederick, L. (2006). The Psychology Research Handbook: A Guide for Graduate Students and Research Assistants. Pittsburgh: Cengage Learning. Brown, H. J. (2008). Video games and Education. Los Angeles: M. E. Sharpe Publishers. Dale, Y. (2008). Learning Theories: An Educational Perspective. Indianapolis: Pearson Education Publishing. Donoghue, J. (2006). Technology support learning and teaching: A staff perspective. New York: Idea Group Inc (IGI). Gavin, H. (2009). Understanding Research Methods and Statistics in Psychology. New York: SAGE Publishing. Gholson, B. (1998). Applications of Cognitive-Development Theory. London: Academy Press. Guithrie, L., Victoria, M. & Patrick, P. (2011). Understanding and Applying Cognitive Development Theory: New Directions for Student Services. Pittsburgh: John Wiley & Sons. Iskander, M. (2008). Innovative Techniques in Instruction Technology: E-learning, E-assessment and Education. Birmingham. Springer Publishers. Kumar, R. (2010). Research Methodology: A Step-by-Step Guide for Beginners. New York: SAGE Publishing. Lewis, C. & Bremner, G. (2005). Development psychology: Perceptual and Cognitive Development. New York: SAGE Publications. Paul, J. (2007). Good video games plus good learning. London: Peter Lang Publishers. Rogers, P. L. (2012). Design instruction for Technology-enhanced Learning. New York: Idea Group Inc (IGI). Schunk, H. (2012). Psychology of Learning and Motivation: Advances in Research and Theory. London: Academy Press Publishing. Singh, K. Y. (2010). Education Technology: Teaching Learning. Cardiff: APH Publishing. Smith, N. (2004). What video games have to teach us about learning and literacy. Clasgow: Palgrave Macmillan Publishing. Taylor, M. L. (2005). Introducing cognitive development. London: Psychology Press. Warren, A. & Maier, P. (2009). Integrating Technology in Learning and Teaching: A Practical Guide for Educators. Clasgow: Routledge Publishing. Wright, H. & Cream, A. (2001). Issues in Education and Technology: Policy Guidelines and Strategies. London: Commonwealth Secretariat. Read More