Problem Scenario: Assignment 2

Rosy Omonga

Department of Learning Technology, University of North Texas

LTEC 5030

Dr. Tai-Yi Huang

May 31, 2023

Introduction

The ideal method for handling this subject, in my opinion, is to take into account all

viewpoints, from all sides of the controversy. Having some technology knowledge I was able to

effectively communicate with the parents who may lack that information. I should therefore be

able to comprehend their grievances and what they hope to gain from this program. Empathy is

essential, as is the ability to think about how the results are affecting them and how to modify the

program to fulfill their expectations for their children.

Key Factors

First of all, in my opinion, this game may be a major reason why the results that were

anticipated were not realized. The game is better suited to allowing a player explore an open

world and enjoy the results of their choices and deeds as mentioned. Second, I questioned

whether this particular game had been chosen to improve test scores. The type of game or

activities chosen for this program will specify the areas where the child is anticipated to exhibit

signs of greater development. Last but not least, I wanted to know if this treatment was supposed

to start producing effects in as little as two years. If it wasn't brought up when the program first

launched, this can be aggravating.

Contention Factors

When looking at this software, it would seem that the program is solely to blame. You

can therefore agree that the parents are very entitled to be outraged. This might not be the case,

so we need to look into any potential miscommunications between the various parties.

Personally, I think that the parents were not properly informed about the program in a way that

allowed them to completely appreciate its advantages. Additionally what to anticipate from their
children's participation in the program. If this were the case, I would need to be able to recognize

it and then work to clarify any potential misunderstandings that might be influencing the parents'

perceptions of the program.

Relationships

Finding a solution can be challenging when considering all of these different elements.

When you start to consider the relationships between these factors, you can begin to see patterns

or similarities in the elements that cause disagreement between the parties. The biggest

connection, in my opinion, is that this particular game had no appreciable outcomes. It would

seem that the other party simply cannot understand the issue when considering how the issue is

seen from both perspectives. From a distance, even if this connection can seem unconnected, it is

actually the biggest issue that is raised. Another connection exists between the program's content

and the expected results. Testing results might not significantly improve if kids aren't playing

educational games because they won't be ready to handle the life simulation game if they aren't.

Changes

The main debate, in my opinion, that needs to be resolved is whether the right game was

utilized to produce the outcomes that the parents expected from the program. In a 2015 article,

Novotney stated that there is currently no proof that playing video games improves math or

science skills. Despite the fact that it has a favorable impact on history and language. Instead of

only one life simulation game, it might be sufficient to give a selection of instructional games

that have no bearing on any math or science-related topics. Although there is evidence on the

advantages of playing video games, higher exam results are not always the result. It can aid

students in their cognitive growth, which is considerably more difficult for teachers to evaluate
and monitor through regular schoolwork. Weir (2018) also covered this subject and discovered

that using video games in the classroom has good effects, mostly on cognitive development.

However, because they are challenging to grade and monitor, parents may believe that their child

is not benefiting from the program. Despite their desire for the program to produce noticeable

results, their children gain from it. The limitation of this hypothesis is that it is not connected to

any specific type of gaming.

There are advantages to having a variety of instructional games, and these advantages are

increased when the game is specialized, as mentioned by Griffiths (2002). The children can thus

experiment with a wide variety of diverse games by constructing a wider assortment of games.

Test scores could rise as a result of the games' increased emphasis on education. The timing of

the children's introduction to this program may also be an influence. Starting the program with

younger kids may prove more advantageous because it will increase their exposure to its

potential advantages and improve their chances of success.

Concept Map
Logic Model

The use of this application has caused frustration for the parents due to the current

condition of a misunderstanding over the findings that would be delivered. The results of the

current program are not what the parents anticipated they would be after two years. It is crucial

to implement changes that will result in outcomes that both sides can agree on. The curriculum

would therefore need to be expanded to include more instructional games. A fresh perspective on

the program's goals for its members, taking into account any tangential advantages of cognitive

development. While expanding the program to provide access to younger kids. These

adjustments should result in a situation where both sides get what they want. To aid pupils with

their standardized testing, the program will feature a larger library of games. The parents will be
informed of the advantages of cognitive growth, which will lessen their sense that their taxes

were spent. Although kids are exposed to the program at an earlier age and will benefit from

greater exposure years.

There is no reason why educational games shouldn't be used in the classroom if they can

make good use of these. They would greatly enhance learning in the classroom. Over the past

few decades, a number of research have been published that demonstrate they are advantageous

for memory and cognitive functioning as well as social adaptation. Students would benefit from

the capabilities of action games to boost processing speed without significantly affecting

accuracy on timed standardized tests like the SAT (Ivey, 2019). Students' educational pursuits

would also benefit from the effects on memory and cognitive processes. Students will eventually

benefit from the capacity to support social skills in areas of life beyond the classroom, such as

college and job interviews. For these reasons, there is no question that teachers will eventually

use educational video games in the future.

Teachers should make use of the framework created by commercial games to incorporate

games' capacity to enhance memory and cognitive function into the classroom (Ivey, 2019).. In

addition to using the same design principles as commercial games, educational games could also

benefit from the latter's real-time accessibility on a variety of devices, including smartphones,

tablets, PCs, and gaming consoles. There is no reason why educational games shouldn't be used

in the classroom if they can make good use of these. They would greatly enhance learning in the

classroom.
 References

Griffiths, M. D. (2002). The educational benefits of videogames. Education and health, 20(3),

47-51.

Ivey, K. S. (2019). Gaming in the Classroom: A Mixed-Methods Investigation of MinecraftEdu

in a Rural Career and Technical Education Course (Doctoral dissertation, Sam Houston

State University).

Novotney, A. (2015). Gaming to learn. PsycEXTRA Dataset, 46(4), 46–46.

https://doi.org/10.1037/e524062015-015

Weir, K. (2018). Using technology to captivate learners: New research from

psychologists. American Psychological Association. Disponível em http://www. apa.

org/monitor/2018/03/ce-corner. aspx.