Video Games in Education

Running head: VIDEO GAMES IN EDUCATION 1 Formatted: Font: (Default) Times New Roman
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I focused on trying to get as much on paper as possible with little regard to editing. I plan to Commented [GB1]: This is fine.
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spend more time on volume the next few days then begin editing/revising. I am hoping I tracked
the changes correctly. Commented [GB2]: yes

Video Games in Education Formatted: Font: Not Bold
Megan Kalina
Western Oregon UniversityWord Count: 1,412
Rough Draft
Megan Kalina
03/12/2017
VIDEO GAMES IN EDUCATIONMegan Kalina 2 Formatted: Left, Tab stops: 3.63", Left + Not at 6"
Abstract
This paper examines current issues in our education model and provides suggestions with
implications on how video games in the classroom can enhance childrens learning. A strong
focus on educators and their classroom as the initial placement of change to stimulate the
education reform is evident throughout the reading; this is in expectancy that educators will be
inspired to take control of their classrooms. Well known figures in education such as Seymour
Papert, John Gatto, and Benjamin Bloom provide a solid foundation to this paper and support for
the use of video games in the classroom. Simple changes will evoke surprising responses from
children and will encourage their educators to continue adding technology into their classrooms.
Video Games in Education
Introduction Formatted: Font: Bold
School is an integral part of our culture and has been since the early 1900s. Few will argue the
importance of an education, but many including myself are cringing at how we are educating our
current children: school. Before you come at me with a flaming torch and pitch fork, I am not
implying school should be vanished to the outlands. Instead, I want you to try to throw out your
current vision of what school looks like. Envision a classroom that welcomes and embodies all Commented [GB3]: careful w/ first person voice. In
opening, this may workbut dont use it in the whole
piece.
possibilities that can improve childrens learning.
Our current education is still largely modeled on an industrial model that is a century old. While
our education history is not as linear as some imply, the building blocks largely remain
unchanged. The past five decades have been filled with conversation of an education reform with Commented [GB4]: Smooth out this transition a bit
more.
little successes (Bridich, 2015). The conversations are developing and the ideas are well Formatted: Font: (Default) Times New Roman, 12 pt
articulated; the implementation is dearth. The key is in the classroom. Alas, educators receive the Commented [GB5]: Good structural variation and use
of voice/style. Meaning still needs to be smoothed out,
but definitely keep working on this style!
brunt of the tragedies happening within our schools from parents, administrators, and the state.
No matter how well intended administrators may be, insignificant change can occur Commented [GB6]: Tab in with new paragraphs.
unless administrators are willing to open up their communication with the educators working at Commented [GB7]: Open up with whom?
their schools. This proposal attempts to close the perception gap and have administrators work
with teachers instead of against them. Many educators are crying out for a change, but continue
on being miserable and confined within the walls of their own classroom. Only educators
themselves can liberate schools and education through small changes within their own
classrooms (Smith, 1998). Pursuing the education reform with an open mind as well as a
willingness to change and support educators is vital. Some may disagree with these my ideas, Commented [GB8]: These ideasmake sure you
clearly connect with others who feel the same way; you
dont have to carry the burden alone. Bring in other
however, few will disagree that our education system is fine the way it is. Our current voices.
schooling model is not allowing our children to reach their full potential and is stifling their
creativityimagination. While many are aware of these problems, any attempt to fix or change
anything is inconceivable to the masses. Proposing the use of technology in the classroom,
children can expand their views of the world without ever physically leaving. Children can
collaborate with others while acquiring the skills of working with upwards of twenty people to
solve a common task. Children are allowed to make autonomous decisions with little
repercussions while taking on the role of an individual other than themselves; perhaps running a
business, traveling, or performing medical procedures.
Technology Formatted: Font: Bold
Although tTechnology has been a major hot topic over the past several years, f. Few can argue Commented [GB9]: This is a jump; maybe use
creativity as a bridge and one justification people often
give for bringing in tech?
the importance of technology in this day in age. However, the agreement usually ends there and
further controversy surrounds technology within education. With the implementation of
technology tools such as video gaming; our children can become more independent and self-
fulfilling learners. Video games are more than a time drain or reward and can be integrated
within childrens learning. This paper examines educators time hold on children, curriculum
used in classrooms, as well as childrens lack of interest in school that manifests itself through
acting out in the classroom. With examining these select problems, this paper presents the
affordances that video games provide to children in an educational setting.
Time Management
In order to allow our children to reach their maximum potential, adults need to take a step back Formatted: Font: Not Bold
from micromanaging childrens time. O Commented [GB10]: Again, a jump in focushaving a

sentence or two on each side of the new topic will help
transition.
Our children operate on a robotic schedule. The bell dictates when the child picks up their pencil
and abruptly informs them when they most stop (Gatto, 2005). The bell has little regard to where
a student is in their thought process. Once the final bell rings, the children are free to leave
whether they have accomplished anything or not; the time was put in. Others will say having
children follow a bell schedule teaches them rules and deadlines, which is a valid argument as I
realize the importance of time management. However, this argument falls flat as I do not see
many adults operating on a bell schedule. Imagine being in the middle of an important email for
work and a bell resonates through your office informing you that you must switch tasks.
Instead of managing childrens time for them, instead a for them, I propose educators Commented [GB11]: Remove the I
allow children through trial and error the ability to learn time management. As children move Formatted: Font: (Default) Times New Roman, 12 pt
through the education system and peak into early adulthood, time management becomes a vital
skill. Video games present a problem and children must solve this problem within a time limit.
The consequences can vary in severity, but provide students with a sense of urgency due to the
childs investment in the game. Commented [GB12]: Develop this portion more
It should come as little surprise that children focus their time and energy into matters that
they feel immediately benefit themselves. While we teach children, we must keep in mind the
key components of learning and remembering. Learning and remembering are often times used
interchangeably. For the purpose of this paper the terms are differentiated. Remembering is the
act of reiterating the information one has just presented them and stored in short term memory.
After a few days, the learning becomes blurrier and within weeks the information may become
unrecallable by the child. If information moves from short term memory to long term memory,
then learning has occurred. Vast amount of material enter into our short term memory; minute
amount of material has the privilege of moving into long term memory. Educators must assure
children are being presented with learning opportunities that are meaningful and hands-on as this
will evoke a richer experience which increases the chances of the material moving into long term
memory. Requiring children to rote memorize facts in hopes the child can reiterate for the sake
of passing an exam has no benefit to the child. Children understand there is little importance of
putting forth any effort and are not afraid to express their disinterest.
Seymour Papert proposed that teaching the process rather than the right or wrong answer Commented [GB13]: This connection could be more
clear, more solid. Please develop a bit more.
would lead to a deeper level of learning. Video games never provide you with the answer Formatted: Font: (Default) Times New Roman, 12 pt
ever. This is a stark comparison to what currently happens within the classroom. Educators and Commented [GB14]: Plenty of solid short sentences
with some decent long ones. Try for more complex
sentences if/when possible.
parents a like encourage childrens rote memorization skills and downplay the importance of
learning the process, which as mentioned previously assures that the material never reaches long-
term memory. This makes children reliant on others particularly adults and once adults
themselves show to have little problem solving capabilities (Gatto). As children, it is expected in Commented [GB15]: And thus?
our society that children are a burden with little ability to care for themselves. On the other side,
we expect these children to gracefully transition from the inability to make themselves a
sandwich one day to fully self-sufficient adults the next. The number of individuals receiving
government assistance is at an all time high as well as the number of individuals that frequent
fast food establishments. The main theme is the lack of self-sufficiency amongst those merging
into adulthood. Papert as well as Gatto forcefully maintain the stance that children need the
ability to practice these skills in a safe environment in order to proficiently perform in the real
world. Providing children with meaningful learning experiences allow children to retain the
information and transfer these practiced skills learned through video games into future real life
encounters. These skills transfer over to real life encounters children become invested in.
Expand. Formatted: Font: Not Bold
Curriculum
Not only do children follow a stringent schedule, but they are required to learn what is being
taught with no input in order to follow the Common Core State Standards (CCSS). The
curriculum is often created from individuals so far removed from the classroom with little stake
in the matter. Educators are not the ones in control over the content their children are learning or
even the pedagogy used to deliver the content. Childrens critical thinking and problem solving
skills become pointless as they are told the right way as well as the wrong way of doing things.
As a society we are giving all of our children a similar education without taking into
consideration the actual ability of applying this information into the real world.
Seymour Papert proposed that teaching the process rather than the right or wrong answer would Commented [GB16]: This connection could be more
clear, more solid. Please develop a bit more.
lead to a deeper level of learning. Video games never provide you with the answer ever. This Formatted: Font: (Default) Times New Roman, 12 pt
Commented [GB17]: Plenty of solid short sentences
is a stark comparison to what currently happens within the classroom. Children are handed with some decent long ones. Try for more complex
sentences if/when possible.
answers and taught to regurgitate the answers as if the children were a parrot being rewarded Formatted: Font: (Default) Times New Roman, 12 pt
with a cracker. Or is that recess? Educators and parents a like encourage childrens rote Commented [GB18]: Avoid rhetorical questions or
attempts at humorat least in an academic paper.
memorization skills and downplay the importance of learning the process. This makes children Formatted: Font: (Default) Times New Roman, 12 pt
reliant on others particularly adults and once adults themselves have little problem solving Commented [GB19]: And thus?
capabilities (Gatto).
Come back to this.
Inattentiveness
Another common theme that I hear from young and old alike is the lack of interest children
exhibit in the classroom. The old blame it on a lack of discipline and the young claim school is
boring. Research disagrees with both and insists it is due to the lack of challenging material. Commented [GB20]: Period inside the quote.
Papert promotes the fact that one never hears video game makers advertise their games as easy.
Video games have the Goldilocks qualities; not too difficult and not too easy. Many educators
are familiar with Blooms Taxonomy. A major portion of the video games currently available on
the market focus on the higher level thinking such as analyze, evaluate, and create. Alternatively,
many educational computer games offered to children currently in the classroom are focused on
the lower levels of Bloom (Zencraft, 2013). For example, a popular math game focuses on rote
memorization. Keeping in mind Blooms Taxonomy, memorization is one of the lowest levels of
thinking and this popular math game promotes memorizing addition facts instead of learning the
math conceptually. Children need to be challenged. With the use of video games that use higher
level of Blooms, children move through different levels in the game that allow the child to move
at their own pace and adapt the game to suite their needs (Gee, 2007).
There is a huge push for personalized learning for each student. Most will agree that
personalized learning is a necessity. If you ask most teachers exactly how they are accomplishing
this in their classroom, they will be gasping for air as they try to answer you from the ever rising Commented [GB21]: I think this section could probably
be split into two paragraphs and developed a bit more.
water they are drowning in. The ratio of students to teacher is too high with 20 plus students Formatted: Font: (Default) Times New Roman, 12 pt
being the norm (Education Commission of the States, 2014). Many educators do not have the
time to meet the demands of their current workload none the less spend time creating
personalized learning material for their class at several different levels. The use of video games
are structured in a manner that allow students to take risks while mastering skills which promote
students to safely make mistakes. The most profuse learning happens from making multiple
errors before reaching the erring free light bulb moment that Jean Piagets work focused on
many years before video games were invented (Eddy, 2010). Furthermore, video games are
designed with the intent to entertain, which leaves many wondering where they fit into learning.
Many games are designed on a platform that allow children to explore and seek out information
through tangential learning. The benefits of tangential learning are profuse due the children
taking an extreme interest on a subject and later self-educating themselves.
Opponents
Many will oppose themy claims about the positive correlation of video games and learning by Commented [GB22]: Cut first person
stating video games have a negative impact on childrens brains as well as obesity, attention,
attitude, and academic performance (AAP, 2011). Schools adding mandatory screen time are
increasing childrens risk to experiencing negative impacts that the American Academics of
Pediatrics founded (Schroeder, 2015). To put it succinctly, my opponents of video games as a
mode for learning are attempting to shift the blame for screen time that is happening outside of Commented [GB23]: They are opponents to the
position that you share with others, not just you
personally. Be sure to differentiate this.
the classroom. As I am sure you all are advocates for children and their education, you may be
questioning my motives for increasing screen time when there are clearly documented negative
side effects. I want to equate the use of technologies that require screen time, such as video
games similarly to any other temptation that individuals encounter. Moderation is the key. I am
not proposing we switch every lesson to a video game format as I am aware of the dangers that
Commented [GB24]: Its good that you address the
come with too much of a good thing. Emphasizing to those in disagreement about video games challenges and points where others will disagree, but
dont spend too much time on it.
and full heartedly realizing video games are not a Band Aide to our failing education system
instead this is one of many technologies currently available to our children and educators.
Educators have these technologies at their disposal. Implementing video games into an
educators classroom does not inherently burden the educator with an immense workload. After
the initial learning on the educators part, which is often enhanced through witnessing their
students innate ability to manipulate video games with ease, the workload for the educator
decreases. . The children are able to work at their own pace while challenging themselves. This Formatted: Font: Not Bold
Formatted: Font: Not Bold
eases the educators workload and allows the educator to interact and observe the children in her
classrooms skills. Assessment comes in all shapes and sizes. Informal assessments and
observations can provide valuable information to the educator in terms of guiding the children to
reach their fullest potential.
Conclusion
Pursuing implementation of different ways of educating our children regardless of how
outlandish the idea may seem is critical to successfully changing our current education model.
Providing strong support for our educators to ensuensue change happens within their classrooms
as well as overhauling the hierarchy of command within school is vital. Video gaming will allow
children to be successful and independent learners while focusing on skills that transfer into the
real world. Video games in education will not be the sole driving force that reforms education,
proposing such a radical idea would be foolish. There is no such thing as a singular driving
force.. Educators need to It is my hope that educators begin to look at other alternate modes of
educating our children. Beginning with making small changes within their own classroom. Once
educators witness the effects from changing their vision of what educating looks like, educators
will find their voice and advocate for what works best for their children instead of doing what is
told should work in their classrooms. Once educators, administrators, and parents realize what
coming together and listening to the needs of children can accomplish, anything can happen.
With educators taking charge, the children will follow suit; thus promoting a ripple effect that
once reaches the masses will prove to be powerful enough to reform education.
References
American Academy of Pediatrics. 2011.
Bloom, B.S. 1984. Taxonomy of educational objectives. New York: Longman. Smith, F.
Bridich, S. (2015). The invisible schism: Teachers and administrators differing perceptions of
education reforms. Education Policy Analysis Archives, 24(87).
Eddy, S. (2010) Theories of cognitive development: Jean Piaget. Pyschohawks. Retrieved from
https://psychohawks.wordpress.com/2010/09/05/theories-of-cognitive-development-jean-
piaget/
Education Commission of the States. 2014.
Gatto, J. (2005). Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling.
Gabriola Island: New Society Publishers.
Gee, J. P. (2008) Learning and games. The Ecology of Games: Connecting Youth, Games, and
Learning.
Papert, S. (2005). Mindstorms: Children, computers, and powerful ideas. New York:
Basicbooks.
Schroeder, J. (2014). How technology in schools harm our kids. Lifestyle. Retrieved from
http://aleteia.org/2015/07/28/how-technology-in-schools-harms-our-kids/2/
Smith, F. (1998). The book of learning and forgetting. New York: Teachers College Press.
Zencraft. (2013) Why video games should be used in the classroom. Retrieved from
https://www.reddit.com/r/truegaming/comments/udg1d/why_video_games_should_be_us
ed_in_the_classroom/

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Running head: VIDEO GAMES IN EDUCATION 1 Formatted: Font: (Default) Times New Roman

Formatted: Font: (Default) Times New Roman

the changes correctly. Commented [GB2]: yes

Western Oregon UniversityWord Count: 1,412

Video Games in Education

Introduction Formatted: Font: Bold

business, traveling, or performing medical procedures.

Technology Formatted: Font: Bold

further controversy surrounds technology within education. With the implementation of

affordances that video games provide to children in an educational setting.

from micromanaging childrens time. O Commented [GB10]: Again, a jump in focushaving a

Expand. Formatted: Font: Not Bold

Come back to this.

taking an extreme interest on a subject and later self-educating themselves.

Pediatrics founded (Schroeder, 2015). To put it succinctly, my opponents of video games as a

reach their fullest potential.

Pursuing implementation of different ways of educating our children regardless of how

American Academy of Pediatrics. 2011.

education reforms. Education Policy Analysis Archives, 24(87).

Education Commission of the States. 2014.

Gatto, J. (2005). Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling.

Gabriola Island: New Society Publishers.

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