541: Relative Advantage of Using Games for Content Area Learning

Instructional games are software products that give learning activities game-like rules and competition.  According to Roblyer (2016), the common characteristics that set instructional games apart from other types of software are game rules, elements of competition or challenge, and amusing or entertaining formats.  

There are many relative advantages to using games in the classroom.  One is to improve student achievement.  Robert Marzano (2010) states, “ ...using academic games in the classroom is associated with a 20 percentile point gain in student achievement. This is a relatively strong finding.”  In order for students to achieve more, the games have to be utilized strategically.  Marzano explains that in order to get the greatest gains from students, teachers must:

• use inconsequential competition
• target essential academic content
• debrief the game
• and have students revise their notes.

According to Divjak & Tomic (2011), “Computer games directly support learning by giving pupils an opportunity to develop knowledge and cognitive skills in an emotional way, to make decisions in critical situations by solving problems, to learn by researching and to experience situational learning." A study of the effect of using games in mathematical instruction showed that young students who played the games had better mathematical knowledge than students who did not play games.  “For them the first encounter with mathematical concepts was a game, a fun activity, so it can be assumed that dealing with mathematical concepts from that time on evoked positive feelings increasing their motivation for learning mathematics. In fact, if children have a positive attitude toward mathematics from an early age, which computer games also greatly contribute to, acquiring mathematical concepts in primary school will not be a problem and in that way mathematics will not be one of the most difficult subjects” (Divjak & Tomic, 2011, p. 21).

Another advantage to using games in the classroom is that it increases student motivation.  When students are motivated to play a game, they can become fully immersed in the game and participate in what is called “flow experience”. Matheiss,  Kickmeier-Rust, Steiner & Albert (2009) state, “The term ‘flow experience’ refers to a state of full immersion in an activity, which typically goes along with a loss of sense of time and no reflection on carrying out the action. The appearance of this ‘optimal experience’ is likely while interacting with a computer and perceived very positively...The concept of flow experience seems to be very fruitful in game-based learning and attempts to create ‘flow-based’ educational games were quite successful in inducing a flow experience and enhancing learning.” (p. 78-79).  They go on to state that in order to get a game to immerse a student like this there are certain goals that need to be followed:  

• “The challenge of the game should fit the ability of the player; otherwise she would experience either anxiety or boredom instead of a ‘flow’. By this means the player has the feeling of controlling the situation.
• The goals to be achieved should be clear at any point of the game, so that the player always knows what to do without exerted thinking about it. Also the provided feedback should be clear, appropriate, and immediate.
• The instructional game should be playful and composed of an action procedure, which is experienced as fluent. A good usability avoids that the player spends cognitive resources for inappropriate actions” (Matheiss et. al, 2011, p. 79).

There are many more relative advantages to using instructional goals in the classroom than what I discussed.  One commonality among each reference is that the design principles of the game need to meet the needs of the students and academic content.  You can not just throw any game on a student and expect them to make great gains.  You have to be very intentional about the games that you use and how you implement them.

References:

Divjak, B., & Tomic, D. (2011, February). The impact of game-based learning on the achievement of learning goals and motivation for learning mathematics - literature review [Electronic version]. Journal of information and organizational sciences, 35(1), 15-30.

Elke, M., Michael, K., Steiner, C., & Albert, D. (2009). Motivation in game-based learning: It’s more than ‘flow’. Retrieved from http://csskti.tugraz.at/research/cssarchive/publicdocs/publications/file1264407190.pdf

Marzano, R. J. (2010, February). The art and science of teaching / using games to enhance student achievement. Educational Leadership, 67(5), 71-72. Retrieved from http://www.ascd.org/publications/educational-leadership/feb10/vol67/num05/Using-Games-to-Enhance-Student-Achievement.aspx

Roblyer, M.D. (2016). Instructional software for 21st century teaching. In J, Johnston, (Ed.) Integrating educational technology into teaching (pp. 72-105). Boston: Pearson.