Effect of Using Digital Game-Based Learning - Essay Example

Effect of Using Digital Game Based Learning Introduction Digital technology is a term that refers to all electronic equipment and appliances that use an electronic system that incorporates parts, which contain or employ the use of digital or binary logic. The term encompasses both software and hardware devices that use the logic. Development of digital technology by American engineers started in the mid- twentieth century basing their techniques on mathematical concepts proposed in the seventeenth century by Gottfried Wilhelm Leibniz. The development resulted in data transmission methods that had significantly faster speeds than the pre-existent methods of data transmission. In the end, the technology provided a fast and reliable method of communication that served as an alternative to the analogue communication tools of the day. Its pros facilitated its application in most of the communication of the world today. Telecommunications, television broadcasts, digital printing, and other major communication methods rely on digital methods in message transmission. In the last two decades, the development has been fast tracked with new communication methods such as the internet, social media, and online sharing coming into being. These have enabled worldwide connectivity with unrestricted sharing of all kinds of information. This has yielded a lot of benefits that have helped significantly in the covering of major milestones in the goal of global development and security. However, according to Cathy Davidson in Now You See It, the use of digital technology has also resulted in the social phenomenon of the generation having a paradoxical obsession with implications associated with living in the digital age. This raises the question “do we need to rethink and restructure the organization of our institutions so as to maximize the results because of the situation of the digital era?” Technology availability In the United States, investments into the technology industry has seen the availability of technology increase many folds as the population wants to access information and utility sites like social media. A PISA survey in 2006 showed that among pupils in the 15-year age bracket, over 95% frequently used a computer at home (Gros 26). The projections of this survey show that in 2013 this is a universal feature. The survey found that most of the children prefer the internet to all other media. The universal access has increased the overall time spent on screens with most teenagers spending a large portion of their time on social networks and texting using various gadgets. Television and video games are also a huge part of the lives of the young generation of today. This extends to young children under the age of six who are also accustomed to dealing with technologies. This shows that the young generation is accustomed to and views technology as a necessity in their lives. The development and use of the forms of digital technology has therefore succeeded in influencing the society in viewing it as a necessary part of life with some in the young generation relying heavily on it. This means it is necessary to have institutions of learning that consider this aspect of the young generation (Davidson 12). In comparison, the organization of institutions of learning tends to uphold teaching and assessment models that do not serve the new generation of students facing challenges in learning to think critically in the information overload era. In response, Davidson proposes that changes be made to the systems of learning to embrace digital technology in a fluid and participatory manner. One way of achieving this is the use of digital game-based learning technologies. Digital game based learning Digital game based learning (DGBL) is a method of instruction that applies principles of learning or content that is educational in digital technology in the form of video games aiming at engaging the student ("Digital game-based learning"). The learning draws on the constructivist theory of education connecting education content to video or computer games, which allows its use in almost all levels and subjects of education. This makes its application diverse. Digital game based learning experiences apply the student’s knowledge on technology to provide a proper learning experience and atmosphere. The games are designed and programmed depending on the situation they are to be used which takes into account the characteristics of the target students and the target learning experience. The games may be in the form of simulations, Massively Multiplayer Online, Alternate Reality Games, or serious games involving social issues of the real world. Skills, attitude, and content are important in the participation in the games as they provide complex tactical environments (Bajpai). Effect of DGBL in learning processes Improved understanding The use of digital games in the process of learning provides a different learning approach with many benefits for the learner. The games are important for understanding specific strategies and knowledge acquisition (Gros 28). As learning tools, the games provide educational content to the student in a way that is different from other teaching tools. They can illustrate particular content that is not well understood if other methods are used (Burmester 86). This brings the effect of students having deeper understanding of matters of education. Improved memory of educational content Videogames contain features that are specific to every game. This enables people and therefore students to distinguish a game from another as well as from other computer products (Gros 28). The games are therefore easy to remember. Using digital games to provide learning for students therefore creates a lasting impression of the particular message conveyed, on the learners (Burmester 87). As such, the education content taught using the game is easy to remember due to the impression it has on the student. This means the use of digital game based learning methods enhances the ability of recalling the content taught among learners ("Digital game-based learning"). Computer skills Many applications in computers including the computer games have the inclusion of design features, which serve to shift the balance from verbal to visual in the information processing required. The fundamental nature of the games in terms of design features in the information processing, changes only slightly despite the advances. A majority of the iconic games include different occurrences happening at different stages of the games. These help in the development of a suite of skills among children, which help in the provision of basics that act as training wheels for the attainment of computer literacy (Gershenfeld). It also readies the children for the science and technology learning processes that require manipulation of images on a device screen. Using of digital technology in the learning processes in the form of various games has an effect of helping in the learning and improvement of computer literacy skills. Image reading skills In many computer games, the ratio of images to words is very large. The words are less significant with the images having more importance frequently in the games. A study carried out in a cross-cultural field of the cities of Los Angeles and Rome found that the representational styles shifted from verbal to iconic in the participants of the study after playing a computer game. The participants were divided into two with one group playing the game on a computer and the other on a board. The participants were then directed to describe a computer simulation that is animated. The former group was found to apply more diagrams in the descriptions while the latter offered descriptions with more verbal content. This shows the computer games enhanced the ability to read and apply images in the likes of pictures and diagrams among the participants who played the games prior to the description (Gros 29). Therefore, the iconic representations are important in the development of technical thinking application. As such, the digital games based learning methods should be incorporated in the learning methods of institutions as it brings the effect of improved image reading abilities among the students, which stimulates technical thinking and application to scientific ends (Gershenfeld). This effect is also realized in the use of a wide range of computer applications as most have iconic and spatial representations. Multitasking Playing video and computer games requires the focus on the different actions of the game happening concurrently. This results in the visual attention of the player being divided as he or she tries to keep track of the different things developing at the same time. A research into the effect that expertise on video games has on the strategies used for divided visual attention of college students illustrated this argument (Gros 29). In the research, the assessment of the divided attention measured the response time of the participants in two events with probabilities that are varying and occurring on two different positions on a computer screen. Participants with increased expertise in a variety of computer games exhibited times of response that were faster than those of the neophytes were. In particular experts in action games displayed improved tendencies in the strategies used in monitoring multiple events on multiple screen positions. Generally, the study is proof that the video game players who are more skilled in matters of the game have enhanced attention skills in comparison to their less skilled counterparts. This indirectly shows that the use of digital games in learning activities has an effect of improving the attention skills of the learners, which helps them in focusing on different actions at the same time (Bajpai). Active learning Digital games based learning models result in an active learning experience. The unique situations provided by digital games based learning modes act as forums for the exchange and gain of resources among learners, which equips them to be able to solve problems (Burmester 110). The games offer the opinions that groups of people share semiotic domains (Gros 30). The groups are affinity groups where skills, knowledge tools and other forms of resources are shared resulting interrelated parts that make up a complex system. In the process, the learner not only understands and produces interpretations in the specific semiotic domain recognizable to the affiliates of the domain, but also thinks about and views the domain at a general level. He or she has to comprehend fully the meanings of the internal grammar design and the social practice determining the outcome of the activity. This prompts the players to critically appraise and see the games as functioning systems in designed spaces. Understanding new concepts because of gaming experiences creates a feeling of reward in the player despite the considerations of the game (Bajpai). A game that has been well designed to motivate the player is a proper learning environment using this property. As part of the learning process, the player faces real-world challenges in a risk free environment allowing them to make choices and mistakes that provide experiences for the application in the real life. This provides an active learning experience for the learner ("Digital game-based learning"). Therefore, the use of digital games as learning methods allow the learner to participate in learning that provides experiences that are used in the application of theories learned in class. The effect of this is a shift from theory-based learning to practical learning (Bajpai). Creativity Use of games to provide learning experiences inspires creativity (Gershenfeld). The whole experience of gaming revolves around a problem, which the player is supposed to solve. The player is supposed to solve the problem using the limited resources provided while following the rules of the game (Bajpai). The games are interactive and yielding feedbacks and outcomes on the progress of the player. In order to solve the problem, the player has to think creatively on the best and easiest way of solving the problem without depleting the resources. In the end, the game stimulates the player to be creative in order to achieve the goal desired. As such, the use of digital games based learning models yields students and later on professionals who have creativity as one of their major qualities. Fantasy All games have an element of fantasy where there is creation of a virtual world that has specific conditions that describe the game. They engage participants in a learning process through the fictitious storylines (Gershenfeld). When the games are used for education, this element motivates participation in the learning process while allowing the development of consequentiality awareness. The children are able to individually express themselves in the process of learning and participation of social issues. The games allow them to play different roles in the society. This results in them having deeper understandings and analysis of the aspects of society (Bajpai). Limitations Even though digital game based learning is beneficial to the learning processes, its application is also laced with limitations. Factions opposed to its integration into learning institutions curriculums are of the view that its incorporation may provide a distraction in the learning processes (Gros 31). The argument claims that the aims of games may conflict with the learning goals associated with class work. The critics add that the psychological effects of the games need to be taken into account with the instructors having to determine the appropriateness of a game to the students prior to its use ("Digital game-based learning"). The constant upgrade of the games creates difficulties in the evaluation of the impact on the education of learners. Conclusion The report indicates the use of digital game based learning, as an instruction tool for learners is a sound method of learning that enhances the yields of a learning setting. The adoption of DGBL in class work has resulted in major improvements in the system of education with benefits ranging from improved content understanding to improved cognitive skills. The report suggests DGBL to be an engaging strategy for instructions that may be incorporated as an alternative strategy of research. Adoption of the phenomenon into academic curriculums would accrue many benefits. However, its use comes with limitations with the major being the fact that the games may serve as distraction to the main agenda of learning institutions. As such, proper research on the issue is necessary before its adoption to ensure it is in line with the learning agenda. The taboo of viewing games as distractions needs to be overcome to avoid resistance to the adoption of the strategy into education systems. Work cited Digital game-based learning." Learnnc.org, 2013. Web. 21 Nov 2013. . Bajpai, Sidhikka. "Impact of Game Based Learning on Education - EdTechReview™ (ETR)." Edtechreview.in, 2013. Web. 21 Nov 2013. . Burmester, Michael. Digital Game Based Learning: Proceedings of the 4th International Symposium for Information Design, 2nd of June 2005 at Stuttgart Media University. Karlsruhe: Univ.-Verl. Karlsruhe, 2006. Print. Davidson, Cathy N. Now you see it. New York: Viking, 2011. Print. Gershenfeld, Alan. "Game-Based Learning: Hype Vs. Reality." Huff post. 4th March. 2013. Web. 21 Nov 2013. . Gros, Begona. "Digital Games in Education: The Design of Games-Based Learning Environments." Journal of Research on Technology in Education, 40. 1 (2007): 23-28. Web. 21 Nov 2013.< http://www.mrgibbs.com/tu/research/articles/gros_Game_design.pdf> Annotated bibliography "Digital game-based learning." Learnnc.org, 2013. Web. 21 Nov 2013. . This article discusses the emerging social phenomenon of the use of digital games based learning models as methods of instructing learners. The article seeks to highlight the key points of the digital based learning experiences starting with a description before outlining the important aspects of the method. The writer then proceeds to discuss the history of the digital game-based learning methods and models in brief. The components of the models are discussed with suggestions being offered. Finally, the author talks on the benefits and limitations of the models of digital game-based learning. This provides a weighing point on whether the benefits are worth the use of the model. Suggestions on the reduction of limitations are offered with the author arguing that they are avoidable if proper methods are applied. The article is a credible source of information as it is published on the website of the UNC School of Education. The article discusses various aspects of digital game-based learning providing an understanding of the issue. I will use this in the report to lay the background for the effects of the DGBL use in the education system. The aspects discussed in the article will form the basis for my arguments on the effects of digital game-based learning. Bajpai, Sidhikka. "Impact of Game Based Learning on Education - EdTechReview™ (ETR)." Edtechreview.in, 2013. Web. 21 Nov 2013. . In this online article, Bajpai writes on arguments that portray the use of digital game-based learning as the best learning method for development and retention of a wide range of cognitive skills. Bajpai starts by writing on the definition of educational games through the statement of their goals. He argues that the cognitive and psychomotor skills are affected by the use of games as a tool of learning. The author proceeds to outline the various types of games that are incorporated in education forums before giving an in depth analysis of the developments that occur among learners as a result of the use of DGBL systems. In the arguments, Bajpai gives the illustration that the use of digital games is a good component for the development of various skills that improve the outcome of the learning process. The author also provides fair warning on the potential negative impact of the use of digital games in learning processes and proceeds to give predictions on this aspect of the digital world. The EdTech review website, on which the article is posted, spreads awareness on the technologies of education. This therefore assures the credibility of the information of the article. The article talks on the importance of DGBL in the development of cognitive skills while bringing out the opinion that the integration of the model also has risks. The arguments show that the adoption of the technology in curriculums of education institutions will improve the education quality. I therefore intend to use the arguments in the article to point out the importance of the effect of full adoption of the models into education systems. The arguments will constitute the core arguments of the essay. Burmester, Michael. Digital Game Based Learning: Proceedings of the 4th International Symposium for Information Design, 2nd of June 2005 at Stuttgart Media University. Karlsruhe: Univ.-Verl. Karlsruhe, 2006. Print. This book is based on a compilation of papers submitted during the International Conference on the foundations of Digital Games. The conference is a unique event where meets of players of various disciplines of computer sciences happen. The submissions discuss novel techniques of analytic and synthetic approaches to the integration of digital game-based learning models and the emerging issues of the phenomena. The book therefore contains discussions on different topics associated with the integration of DGBL in education scenarios. The various effects of the models are discussed in different angles with suggestions being offered. The book demonstrably discusses effective and reproducible methods of educational games design, graphics, studies and their impacts on different levels. It therefore offers an in depth analysis of the different aspects of DGBL technology and their effects on the learning process. The community of the conference on which the book outsources its information, consists of researchers of the various sub disciplines of DGBL technology and its effect on the learning process. The work compiled in the book consists of research that is copyrighted by the researchers. As such, the information so yielded is trustworthy and credible for the basis of arguments in the essay. The book talks various aspects of DGBL technology in terms of design and application and the effects these different aspects have on the learners. The arguments adopt different views in the analysis of the phenomena of digital technology. I therefore intend to use the information in the book to base arguments on the effects that DGBL technology has on learners to point out its importance to the education system. Davidson, Cathy N. Now you see it. New York: Viking, 2011. Print. In this book, Cathy Davidson adopts a chatty and enthusiastic style in taking the reader through a contemporary classrooms journey to provide a description of the changes occurring in the settings and needed changes required in the same fields. In her opinion, the settings of schools and classrooms should be fit the needs of the multitasking brains common in the new generation. The author claims that the current conditions of learning in most of the institutions of learning are outdated and out of phase with the current era of digital technology. In her views, this has deteriorated the education standards. Davidson proposes the integration of digital technology in the classroom scenarios as a way of improving the quality and benefits of learning. She talks on a number of visionaries and their ideas that will influence every field of our lives, from education institutions to workplaces through various digital technologies. Cathy Davidson is a renowned author having authored various books with ideas that have been incorporated in the modern way of life. The idea she proposes are credible and important in the various fields she talks about. In the book, Davidson talks about the use of various digital technologies to improve skills of learners in various institutional levels. She proposes a number of changes through her arguments. I intend to use the arguments in her book to make a choice on the phenomenon of digital technology to be discussed in the essay. Her arguments will also constitute a portion of my arguments. Gershenfeld, Alan. "Game-Based Learning: Hype Vs. Reality." Huff post. 4th March. 2013. Web. 21 Nov 2013. . Alan Gershenfeld’s article “Game-Based Learning: Hype Vs. Reality”, focuses on the perceptions of video games and their incorporation in learning through digital game-based learning modules. The writer starts by giving an excerpt of President Obama’s speech where he called for investments in educational technology in the likes of video games. He then illustrates the changing perception of video games over time. The writer proceeds to make a stand that video games contain the potential to impact significantly social and learning planes. He supports his stand using three problems in the American education system now as elaborate by President Obama. Alan proposes the use of video gaming experiences in the form of DGBL to reduce these problems and outlines a few effects that the integration of the models will have. However, he clarifies that the models will not completely eradicate the problems. The Huff post is an online newspaper that is known as a credible source of information. The article is therefore a credible source of information that is trustworthy. The article contains information on the problems of the United States education system now as outlined by President Obama. The writer talks about some of the effects of using DGBL systems in learning institutions with a brief explanation provided. It proposes the systems as partial solutions to the problems. I intend to use the information in the article to form arguments to show the importance of DGBL systems and their effects in education settings. Gros, Begona. "Digital Games in Education: The Design of Games-Based Learning Environments." Journal of Research on Technology in Education, 40. 1 (2007): 23-28. Web. 21 Nov 2013.< http://www.mrgibbs.com/tu/research/articles/gros_Game_design.pdf> In the journal, Gros focuses on video games and their place in the lives of young children and adolescents. The article seeks to ascertain the role that digital games and general digital technology devices play in the lives of children through the use of statistics and figures. Gros claims that the interaction with digital technology among children during play is an important determiner of the skills of the children. The article proposes that learning institutions should take account of this aspect. According to the article, integration of multimedia design in form of video games in learning processes will result in the achievement of powerful and effective education systems that have significantly better results. The benefits would be in the form of improved cognitive skills and learning attributes. However, the article insists on the evaluation of the games before hand to avoid challenges. The journal of Research on Technology in Education is a reliable source of information with over forty volumes published. The article of focus contains findings of research into the use of DGBL systems in schools. The results have been used to deduce the effects, principles, and challenges to the integration of the games in the education systems. The information in the article will provide a basis for the arguments in the essay. Read More