Gaming in Education

 


Individual learners play a central role in a technology-enhanced learning environment (Jonassen et al, 2008). The benefits of gaming increases overall motivation within the classroom. Students are more engaged and willing to participate in the lesson. They encourage one another and they can get a bit competitive. At the end of my unit for history class, I divide the students into two-three teams and they have to work together to find the answer. The challenge of gaming is that students might not understand the gaming process. For example, I played jeopardy as a review and it took some students a little longer to get the concept, which annoyed those who did. Roblyer & Hughes (2019) states that games may be inappropriate for children if they are not designed with a respectful outlook.

 

Reference

Hughes, J., & Roblyer, M.D. (2019). Integrating Educational Technology into Teaching: Transforming Learning Across Disciplines (8 ed.). New York City: Pearson.

Jonassen, D. (Ed.), Spector, M. (Ed.), Driscoll, M. (Ed.), Merrill, M. (Ed.), van Merrienboer, J. (Ed.), Driscoll, M. (Ed.). (2008). Handbook of Research on Educational Communications and Technology. New York: Routledge, https://doi-org.ezproxy.liberty.edu/10.4324/9780203880869


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