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de Freitas, S. (2018). Are Games Effective Learning Tools? A Review of Educational Games. Educational Technology &
Society, 21 (2), 74–84.
Are Games Effective Learning Tools? A Review of Educational Games
Sara de Freitas
Birkbeck College, University of London, Malet Street, London, United Kingdom // sara@dcs.bbk.ac.uk
(Submitted December 7, 2016; Accepted January 9, 2017)
ABSTRACT
The literature around the use, efficacy and design of educational games and game-based learning
approaches has been building up gradually and in phases, across different disciplines and in an ad hoc way.
This has been problematic in a number of ways and resulted in fragmented literature and inconsistent
referencing patterns between different sub-disciplines and countries. This is mainly because no distinct
single-disciplinary perspective has emerged because of: the cross-disciplinary nature of educational games,
a reliance on single-disciplinary contexts for studies, changing terminologies in different contexts and the
use of multi-methodological approaches. Distinct perspectives from education science, game science,
neuroscience and information science have deepened our understanding of play and games. This research
has become more quantitative, rigorous and nuanced as a result of more studies focused upon therapeutic
health applications of games, the serious games research movement and more efficacy and comparative
studies that examine and quantify utility.
Keywords
Educational games, Serious games, Game science, Neuroscience and games
Introduction
Defining efficacy in educational contexts can be challenging due to the range of variables involved in different
learning contexts. Additionally, there are disciplinary restraints that have traditionally meant that crossdisciplinary approaches to data collection and analysis have been broadly discouraged. However to understand
education, and in particular questions around efficacy, necessarily we need to adopt more cross-disciplinary
approaches. As an example, research emerging from education science is being supplemented by findings from
computer science (e.g., interfaces and interactivity), neuroscience (e.g., brain function and activity) and
information science (e.g., analytics and user-modelling). Notably these include findings from computer science
which allow us to consider usability improvements and human-computer interactions (e.g., Barr et al., 2007),
findings from neuroscience which provide a greater understanding of how games impact our brain plasticity
(e.g., Bavelier et al., 2012; Kühn et al., 2011; Kühn et al., 2014) and approaches that use analytics in games as a
replacement for assessment (e.g., Serrano-Laguna et al., 2012). Together, these findings help provide a broader
understanding of how we can model learning experiences in digital, data-rich game environments, and tell us
more about how we learn.
The review found that “game science” is emerging as a new term to replace “serious games” which has been a
significant term for the game studies research community for the last ten years. Similar to “serious games”, the
new term aims to link game studies to a greater scientific capability which has the potential to help us model and
better understand: the learning behaviours of individuals and groups in game environments, learning design
through the metaphor of game design and how games and play work to help people learn.
Establishing the efficacy of games and learning is a complicated endeavour. It needs to be kept within a wider
context of understanding how we learn. So how game science fits into the wider disciplinary framework is a
critical consideration. When viewed from this educational perspective, the notion of “game science” is part of
the field we might call, “education science” and due to its digital nature it is often placed within the subdiscipline of Technology-Enhanced Learning (TEL). However, clearly there is important work to be found across
a range of different areas including: human-computer interaction (e.g., Barr et al., 2007), health education and
research (e.g., Papastergiou, 2009), neuroscience research (e.g., Kühn et al., 2011; Colzato et al., 2013; Lewis,
2013; Kühn et al., 2014), and across other literature such as business and management (e.g., Pasin & Giroux,
2011), school education (e.g., Hainey et al., 2016), advertising and marketing (e.g., Terlutter & Capella, 2013),
military training and simulations (e.g., Hassain et al., 2012), environmental awareness-raising (RebolledoMendez et al., 2009), therapy training (Horne-Moyer et al., 2014), teacher training (e.g., Kenny & McDaniel,
2011) and emergency-response training (e.g., Chen et al., 2008). One challenge with the literature so scattered is
that not all researchers acknowledge the breadth of the area and range of applications, and therefore miss vital
academic contributions by looking too narrowly at the literature-base. The situation is exacerbated by rifts
between US and European research in serious games and between simulation and games literatures, and often
you can see researchers will completely ignore critical papers from one “side” of the Atlantic or the other leading
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to misunderstandings and incomplete starting points. Despite a number of special issues on games crossing
several fields, the continuation of fragmentation of the field has again happened with the split between
researchers in serious games and the new area of “gamification”. Gamification here is used to mean the
application of elements of game-mechanics and/or game-design techniques. To attempt to bring the literatures
closer together and to attempt to harmonize some of the terminology, this paper aims to map out the potential
new ground for learning as evidenced in the sub-field of technology enhanced learning that defines game-based
learning approaches.
To overcome these significant disciplinary challenges, this paper seeks to outline some of the major
contributions of the field from different disciplines over time and synthesise these using an integrative approach
to a broader education science perspective. The aim is to problematize the current scope of Education Studies
and to reposition game science more critically within this educational context and perspective.
Methodology of literature review
This article has adopted a “grounded theory” approach used over a number of years to assess the main themes
emerging from the fields that touch on educational games. The method used included a semi-systematic review
process with a single-coder, wide literature searches across databases using keywords to collect high impact and
cited articles and is supplemented with a journal hand-search. Keywords included educational games, serious
games, learning games, web-based games and digital games. Once key texts were identified from the literature
search, these were grouped into disciplinary perspectives. The emerging perspectives of education science, game
science/studies, neuroscience and information science were distilled and key articles identified were included in
this review.
The Review: A recent history of game science
Wave 1: What are games?
Some of the earliest work in the field of game science focused upon, changing definitions and nominations of
educational games. For example, work that outlined classifications of games, typologies and ontologies was
found in the early literature (e.g., Caillois & Barash, 1961; Sutton-Smith & Roberts, 1971). While the earlier
work focused upon structuralist perspectives upon educational games as consistent with the trend for semiotics
and structuralist analysis, the theme re-emerged later on in the more recent literature as a theme of consideration
(e.g., Elverdam & Aarseth, 2007; Kamii & DeVries, 1980; Salen & Zimmerman, 2004). But the more consistent
theme of poststructuralism and postmodernist perspectives necessarily focused more upon notions of play than
structure also in line with constructivist and qualitative studies.
It is perhaps ironic that constructivist approaches to learning have become so associated with qualitative
approaches as although the work does focus upon individual construction of meaning, the social constructivism
of Vygotsky (1980) and others does propose learning in social groups as a central component of learning. But
here a split between the American and other literatures can be noted as a de-emphasis of social learning and a
greater focus upon Skinnerism and behaviourist approaches as consistent with the individualism and competition
of the American ideal. The mode of bringing education theory together with an American individualist twist and
its bringing into the paradigm of psychology jointly ensured that the more social focus emphasised by Russian
theorist Vygotsky did not become the dominant discourse. The legacy of this can also be seen in the more general
sparseness of social learning theory and was compounded by difficulties with researching and analysing group
work, a trend that is partially being reversed in studies such as Star where collaboration rather than competition
techniques are emerging (Star, 2015).
Wave 2: The serious games movement
Negative publicity around violence in games, in particular entertainment games have attracted popular attention.
The robust evidence of games causing violence has overall been inconclusive (e.g., Elson & Ferguson, 2015) –
but nonetheless the distinction between games for entertainment and games for non-entertainment was a major
driver for why the “serious games movement” occurred in the early 2000s (Blumberg et al., 2013). However,
once non-entertainment games could be demonstrably “taken seriously” for purposes such as military training
and health education and therapy then the research field gained greater credibility.
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Early “serious games” titles, such as America’s Army, have set the bar high in terms of the budget ($33 million
invested up until 2015 in all titles). Although small budgets next to entertainment games, (e.g., $265 million for
Grand Theft Auto 5), America’s Army is still considered one of the best exemplars of a serious game today.
Having been first published in 2002, it has 13 million registered players who have played 260 million hours.
Developed by the US Moves Institute to solve the recruitment problems of the US Army, unfortunately the game
has proved to be more of an oddity than a trend. Few large budget serious games have been developed since
2002, and those that have been commissioned have not always enjoyed longevity of support once piloting phases
have concluded, e.g., Code of Everand (Dunwell et al., 2014). During this period, although relatively
disconnected from the mainstream games literature, the “serious games movement” did gain important
contributions from game studies, such as a deeper understanding of the mechanisms of competition as a design
component (Cagiltay et al., 2015), how to balance entertainment principles of fun with instructional design and
the need to integrate teams of developers, writers and instructional designers.
Wave 3: Technology-enhanced learning perspectives: Out of the wilderness?
The next phase of focus upon educational games borrowed heavily from technology-enhanced learning
approaches. There, a focus upon verification and validation of online learning and e-learning was leading to a
wide range of comparative learning studies. Again studies were often lacking in robust methodologies, but were
beginning to seek a more scientific basis for analysing the efficacy of learning techniques. This approach was
driven-out of concerns about the quality of learning in online settings and studies were often more utilityfocused. While the early studies had attempted to group games in typologies and genres, these studies focused
upon comparisons with other e-learning formats and against traditional learning measures (e.g., Knight et al.,
2010).
Out of this work, a movement to understand game design emerged, how could games be designed for different
learning contexts? Could commercial off-the-shelf (COTS) games be used? These questions led to a range of
studies of games in educational contexts and collections of case studies (e.g., Kim et al., 2009; Michael & Chen,
2005; Prensky, 2005; Shute et al., 2009). This phase of research was dominated by educational perspectives.
However, there were significant difficulties with uptake of games in educational contexts. As Simon EgenfeldtNielsen outlined in his thesis (Egenfeldt-Nielsen, 2005), games did not fit into the one-hour lessons, into the
single disciplinary focus or into the single-teacher model of traditional learning. Games were disruptive, they
demanded greater changes to the traditional delivery and infrastructure of education in schools, colleges and
universities. Beyond traditional learning paradigms (see Table 1), game-based approaches required: crossdisciplinarity, longer class durations, mixed student groups, social learning and team-teaching models to come
into place to really capitalise on the merits of the game and gameplay as learning approaches (de Freitas, 2014).
Four disciplinary perspectives from the literature
While it is difficult to be too prescriptive with the time periods, the research does seem to fall broadly into four
broad disciplinary categories: education science including theory and practice studies and using elements of
pedagogy and psychology, game science contextualised through technology enhanced learning, neuroscience that
have focused upon brain-function and plasticity and information science-driven studies that focus more upon
data analytics and behavioural modelling. The following sections outline these perspectives (see summary in
Table 1):
Education science perspective on educational games
Major contributions to understanding learning formed early theoretical and developmental approaches to
learning. Through understanding learning as cognitive and developmental sets of processes, theorists and
educationalists, such as Jean Piaget, defined ages and stages of development associated with “normal patterns of
development” (Piaget, 1971). But Piaget also understood the importance of play in learning (Piaget, 2013). Play
has been a theme of the work around games necessarily, but has not been a well-understood aspect of learning.
More recent play research by Jean Twenge and others shows how important and developmental play is to
learning (e.g., Campbell & Twenge, 2015; Chudacoff, 2007; de Freitas, 2014; Gray, 2011; Twenge & Campbell,
2008).
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In the light of the internet, broadened connectivity and mobile access to online educational content, there has
been a de-emphasis on content and curriculum and a sharpened focus upon digital literacy and 21st century skills.
Employability for the changing global employment market presents new needs for graduates and students
(Harlow & Bowman, 2016). The move to a more utilitarian position, driven by education via web-based
technologies and digitisation, has reworked how we deliver a university education and even challenged what the
role of the university is (Sugden, 2013).
Table 1. Comparing the traditional, new learning and future learning approaches
Traditional paradigm of learning
New learning paradigm
Future learning
Curriculum-based pedagogy
Challenge and activity-led learning
Student developed pedagogy
Tutor-led learning delivery
Peer-focused interactions
Artificial Intelligence (AI)
scaffolded learning
Classroom and lecture hall focus
Any-time, anywhere learning
Seamless lifelong learning
Summative assessments
Formative assessment / Peer
No assessments / levelling,
assessment
points and awards
Age and stage
Competency and personalised
Unique learning patterns
learning
Text-focused
Multimedia usage
Adaptive learning
Traditional curriculum e.g.,
New curriculum e.g., 21st century
Hidden curriculum e.g.
literacy and numeracy
skills
personalised skills and
cognition training
Core curriculum
Work readiness
Blended work and learning
In the author’s recent work, she articulates this disruption as a “new learning” paradigm. One that focuses upon
problem-, challenge- and active pedagogy, peer learning and is competency-based and personalised (de Freitas,
2014). This differs from the traditional modes of curriculum-based and tutor-led approaches. With the work on
games we can begin to see the rudiments of what the author calls a “future learning’” paradigm, which advances
to student-led approaches where adaptive learning is scaffolded through AI bots, assessment gives way to inbuilt levelling-up and the curriculum is hidden (See Table 1).
Game science perspective upon educational games
One of the main stated inhibitors to uptake of educational games and approaches was the lack of robust scientific
and evidence-based research. The first randomised and pragmatic randomised controlled trials (RCTs/PCTs)
started in the late 2000s. One of the early trials was undertaken by Knight et al. (2010), focusing upon a
comparison between traditional and game-based approaches in emergency response training. Arnab et al.
undertook an RCT which considered a serious game in a classroom setting. Miller and Robertson undertook an
RCT on educational benefits of games consoles in classrooms (Miller & Robertson, 2011). While Star
considered a randomised control trial for gamification in StarQuest to identify cooperative and competitive
design elements in university students (Star, 2015). Arbogast et al. (2014) were examining the use of an
educational game for road crossing in their recent study.
Unsurprisingly most recently RCTs involving games have focused upon health and medical conditions including
patients with weight conditions (e.g., Ahola et al., 2013; Maddison et al., 2011; Siervo et al., 2013; Straker et al.,
2011; Straker et al., 2013). Fung et al. (2012) considered the use of the Wii Fit for knee rehabilitation. Foss et al.
(2013) used their randomised control trial to discover effective use of the i-Bit which is a novel binocular device
which uses games and videos to improve patients with a lazy eye. Picherri et al. (2012) looked at the impact of a
dance game upon gait. Another popular area for study was the impact of games upon the elderly. An interesting
study by Nouchi et al. (2012) explored the positive impact on executive and processing speeds on the elderly of
brain training games in their study. While Mayas et al. (2014) explored the plasticity of the brain in the elderly
after non-violent game play. A study on Wii Fit games for patient’s living with Parkinson’s disease was
undertaken recently by Pompeu et al. (2012); and one looking at improvements from gameplay with Diabetes
sufferers (Kempf & Martin, 2013). Allam et al. (2015) in their RCT on gamification in an online intervention for
Rheumatoid Arthritis Patients found that “physical activity increased over time for patients having access to
social support sections plus gaming (unstandardised beta coefficient β = 3.39, p = .02).” Patients were also more
empowered and used services less as a result.
In addition to more quantitative studies such as RCTs/PCTs, meta reviews have offered important research
contributions to overcoming the prevalence of different disciplinary perspectives. Often these reviews have been
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cross-disciplinary in scope and dimension, single topic-focused, centred-upon comparative studies or in support
of game design improvements. While there was a large group of studies done on violence in games (e.g.,
Anderson & Bushman, 2001; Anderson et al., 2010), these studies do not have much relationship with
educational games which do not use violent metaphors or gameplay. One of the earliest meta-reviews was
undertaken by Randel et al. (1992) considered literature 1963-1984, finding that of the 67 studies undertaken
over the period, “38 show no difference between games and conventional instruction; 22 favour games; 5 favour
games, but their controls are questionable; and 3 favour conventional instruction.”
Vogel et al. (2006) in their review included simulations and games, it found that “games and interactive
simulations are more dominant for cognitive gain outcomes,” it also found that when students were empowered
to control access to simulations and games there were significant advantages over when access was tutorcontrolled, when no advantage was found. Ke (2009) undertook his meta-review in 2009, reviewing 89 studies
finding that there was a need for more longitudinal studies, less fragmentation in the literature and more
empirically-based studies. 65 out of 89 studies evaluated the effects of the game upon learning. From the
empirically-based studies 34 out of the 69 found positive outcomes from using games, 17 had mixed results, 12
reported “no significant difference” with traditional instruction approaches – and one study found traditional
methods more effective.
Wouters and Van Oostendorp (2013) undertook a meta-review on instructor-support in game environments,
finding that “instructional support in game-based learning environments improved learning,” further that greater
improvement was found in skills-based learning. Wouters et al. (2013) also found in another meta-analytic
review of literature that “serious games were found to be more effective in terms of learning (d = 0.29, p < .01)
and retention (d = 0.36, p < .01), but they were not more motivating (d = 0.26, p > .05) than conventional
instruction methods.” This refuted much of the educational literature that had found games to have strong
motivational gains (e.g., Garris et al., 2002). The study also found that “learners in serious games learned more,
relative to those taught with conventional instruction methods, when the game was supplemented with other
instruction methods, when multiple training sessions were involved, and when players worked in groups.”
Sitzman (2011) found that “consistent with theory, post-training self-efficacy was 20% higher, declarative
knowledge was 11% higher, procedural knowledge was 14% higher, and retention was 9% higher for trainees
taught with simulation games, relative to a comparison group.” However she did find evidence of publication
bias.
Connolly et al. (2012) undertook their meta-review, in contrast to Wouter et al. (2013), they found improvements
in motivation. Their study reviewed 7,392 papers in total and found that “playing computer games is linked to a
range of perceptual, cognitive, behavioural, affective and motivational impacts and outcomes.” Of the most
recent reviews undertaken since 2014, Clark, Tanner-Smith and Killingsworth (2015) have found “results from
media comparisons indicated that digital games significantly enhanced student learning relative to nongame
conditions (Formula = 0.33, 95% confidence interval [0.19, 0.48], k = 57, n = 209).”
Neuroscience perspective on educational games and play
Our understanding about how we learn, through brain science and experiment, largely builds upon work of
Edelman (1987) and Kandel and colleagues (2000). The specific scientific studies of neuroscientists Daphne
Bavelier and Simone Kuhn have helped to shape the field and given great insights into the power of games to
support advanced learning. Greater brain volume and plasticity with gameplay (Kühn et al., 2011; Kühn et al.,
2014) and greater transferability of skills such as hand eye coordination, memory abilities and visual acuity
(Green & Bavelier, 2003; Green & Bavelier, 2008; McDermott, Bavelier & Green, 2014) are amongst the more
important findings revealed in recent studies. For example, Green and Bavelier (2008) undertook a review on
brain plasticity and learning. They concluded, “possible characteristics of training regimens are proposed that
may be responsible for augmented learning, including the manner in which task difficulty is progressed, the
motivational state of the learner, and the type of feedback the training provides. When maximally implemented
in rehabilitative paradigms, these characteristics may greatly increase the efficacy of training” (Green &
Bavelier, 2008, p. 699).
Beyond these studies, it is hoped that we will begin to answer some questions, such as why are games effective
learning tools? How can games be used to model social learning behaviours?
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Information science perspective on educational games
One of the recent game-changers in the field of education research has been access to large datasets gleaned
from learning management systems (LMS), student information systems (SIS), interactive environments and
other computer-generated environments, such as digital games. In digital environments, such as games, all data
can be collected and analysed relatively easily (Deterding et al., 2015; Loh et al., 2015). In these more data-rich
environments the possibility to look at social learning behaviours has emerged (e.g., Gentile et al., 2009; Steiner
et al., 2015). The study of social learning behaviour allows for individual and cohort mapping, comparative
cohort studies and importantly longitudinal studies. The richness of learning data – or learning analytics – has
led to more quantitative and longitudinal studies that involve large student populations (e.g., de Freitas et al.,
2015) to supplement the preponderance of qualitative studies. This recent focus upon quantitative study of
learning has real potential to inform how we design “new learning” and ensure that our students are suitably
engaged and actively partnering in their learning. This is a powerful capability, but not without complex ethical
issues in terms of privacy, de-identification of data, informed consent, data management and archiving (e.g.,
Pardo & Siemens, 2014; Slade & Prinsloo, 2013), some of which may be overcome in time by blockchains
(Sharples & Domingue, 2016). Work is needed to ensure that feedback systems are beneficial to the attainment
and success of the learner whilst enshrining ethical considerations and transparent approaches.
The notion of game analytics brings together large datasets for analysing human behaviour, supporting learning
experiences and supporting individual and group performance and personalisation capabilities (e.g., El-Nasr,
Drachen & Canossa, 2013; Drachen et al., 2013; Gibson & de Freitas, 2016).
Table 2. Contributions to game science from four disciplinary perspectives
Contribution from
Contribution from game
Contribution from
Contribution from
education science
studies/science
neuroscience
information science
Importance of play to
Game Studies and
Greater brain volume
Data modelling will
learning has been
Science literature
and plasticity with
allow us to map human
confirmed in play
includes insights such
game play (Kuhn et al.,
behaviour more closely
studies e.g.,
as increased motivation
2011; 2014)
by using data
identification of
(e.g., Star, 2015; Plass
interactions in games
Greater transferability
importance of play
et al., 2015; Attali &
(e.g., Gibson & de
of skills such as hand
(Piaget, 2013)
Arieli-Attali, 2015)
Freitas, 2016)
eye coordination and
Longitudinal studies of Pragmatic and
visual acuity (Bavelier, Analytics allows for
examining play patterns
randomised trials have
2003 (with Green) and
personalisation in
(e.g., Twenge &
confirmed that games
2014 papers)
games (e.g., El-Nasr,
Campbell, 2008)
can be more effective
Drachen & Canossa,
learning tools than
2013; Drachen et al.,
How patterns of play
traditional modes
2013)
can impact learning
(advance on e-learning
(e.g., Chudacoff, 2007;
which found no
Gray, 2011)
significant difference
with traditional modes)
(e.g., Knight et al.
2010; Miller &
Robertson, 2011;
Straker et al., 2011)
Use of combined
measures introduced
including qualitative
and quantitative
measures (e.g., Kato et
al., 2008)
Discussion and conclusions
This review has aimed to reposition the emergent game science area of research within four inter-related
disciplinary contexts of: education science, game studies, neuroscience and information science literatures.
Key challenges for integrating the research base are summarised as:
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The literature is so scattered across different disciplines that not all researchers acknowledge the breadth of
the area and range of applications, and therefore miss vital academic contributions by looking too narrowly
at the literature-base.
Beyond traditional learning paradigms (see Figure 2), game-based approaches require: cross-disciplinarity,
longer class durations, mixed student groups, social learning and team-teaching models to come into place
to really capitalise on the merits of the game and gameplay as learning approaches, which are problematic
for traditional formal education systems to incorporate.
Work is needed to ensure that feedback systems used in educational games are beneficial to the attainment
and success of the learner whilst enshrining ethical considerations and transparent approaches.
Finding the balance between game playability and fun and solid learning design that aligns learning
outcomes with assessments (in-game or as part of the blended experience) is a key challenge for effective
educational game design.
The overall findings of the studies confirm that a more robust literature-base has grown considerably in recent
years and has led to the notion of “game science.” Moreover, while the efficacy of educational games is hard to
measure, findings from quantitative RCT and more data-driven longitudinal studies are giving us more robust
findings to build and improve design of learning experiences, involving gamification and game-based elements
and enhancing student success. What we have learnt from the research as well is the importance of using
combined measures including qualitative and quantitative measures (e.g., Kato et al., 2008).
Game science is emerging as a robust and dynamic area of research crossing several disciplinary areas and
redrawing the scope and research questions that intersect with learning efficacy and design. The future of this
sub-field might include bringing together the substantive literatures of simulations, serious games, gamification
and education technology. The two issues of cross-disciplinarity and methodology will be key for establishing
the lines of the discipline, with the absorption of randomised controls, meta reviews and large dataset analyses
combining with the qualitative methods established in education such as content analyses, case studies and
ethnologies and with other approaches such as neurological studies and social network analyses to provide a
level of granularity that supports better learning design and an improved student experience, through modelling
social behaviours.
To the question: are games effective learning tools, the answer from the research is overwhelmingly positive.
Going further, the weight of the research findings seems to point to significant improvements in game over
traditional methods, and these are further enhanced by blended approaches that utilise game and face-to-face
approaches. The work distilled from RCTs is particularly positive and indicates that educators are now
challenged with the best ways to implement game-based approaches in their institutions. While it seems that
games do enhance student motivation, are engaging and can be associated with behavioural change, more active
design studies are needed to ensure that the best interests of the learner are met in different contexts. As
educational games enter into a new wave of implementation, it will be interesting to see whether the lessons
from across the different disciplines are absorbed into general practice.
It is clearly a challenge for educational institutions, policymakers and practitioners, but with the growing
evidence-base advances in quality and overcoming challenges of privacy and design might be forecast. Despite
resistance to the adoption of game-based approaches in schools, colleges and universities, like online learning, it
will be a matter of time before the cost benefits drive uptake widely and the full implication of the research are
fully understood. As the traditional learning paradigm gives way to the new learning and then on to the future
learning approaches, game-based learning will become more embedded into practices, be personalised and hide
the curriculum in more seamless ways. But researchers, policymakers, managers and practitioners in the field
will need to work hard to ensure: distillation of key benefits, join-up of the literatures, harmonising different
disciplinary perspectives, methodological challenges and creation of a shared terminology between these four
disciplinary perspectives.
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Journal Plus Education, ISSN: 1842-077X, E-ISSN (online) 2068-1151 Vol XII (2015), No. 2. pp. 81 - 88
ENGLISH CLASSES AND EFFECTIVENESS OF GAMES
IN HIGHER EDUCATION
Mihaela BADEA, Ph. D.
Petroleum – Gas University of Ploiesti
mihaelagab@yahoo.com
Abstract: Although games may be viewed as an instructional tool for
young learners of English, their use in higher education could be of great
help when teachers want to diversify their classroom strategies. Used in a
sensible way, games can become a stimulus for grammar and vocabulary
lessons which students tend to perceive as boring and unattractive. The
purpose of the paper is to show teachers’ perceptions of the advantages and
disadvantages of games in teaching practical courses of English to Philology
students. We consider that the findings of the present research may help both
teachers and students in becoming aware of the great instructional value of
games at academic level.
Keywords:games, grammar,
advantages and disadvantages
vocabulary,
teachers’
opinions,
1.
Paper Rationale
Starting from the premise that games can be used in higher education during
practical courses of English, the paper aims at identifying the advantages and
disadvantages of their use in such classes. These aspects are presented from
the teachers’ perspective, as part of a broader research which aims at the
improvement of teaching techniques at university level.
2.
Theoretical foundation and related literature
There is a common perception according to which all learning should be
serious, implying the principle “no pain, no gain”. Consequently, having fun
and using humour in the classroom cannot lead, in some people’s opinion, to
real learning and solid acquisition of knowledge. Pedagogical and
psychological research has proved the opposite of this common belief. It is
possible to learn a language as well as to enjoy oneself at the same time.
Therefore, one of the most useful and enjoyable methods to encourage
language acquisition consists in using language games. They are powerful
means whose goal is that of developing meaningful language skills.
Generally speaking, irrespective of their age and level, students love to play,
and they participate in a game with greater enthusiasm and willingness than
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in other classroom tasks. In spite of their attitude, teachers sometimes fail to
realize the importance of games, considering them not an opportunity for real
communication, but an uncontrolled and noisy waste of time.
It is hard to define the concept of game in several words. All definitions start
from the description of the most common characteristics of games.
According to these descriptive definitions, games can be broadly defined as
rule-based activities that teachers use during the classes. It is noteworthy that
teachers should be aware of the complexity of the concept of game if they
want to use game-based strategies during their classes. Therefore, some
definitions of the concept should also be taken into consideration:
• “an activity or sport involving skill, knowledge, or chance, in which
you follow fixed rules and try to win against an opponent or to solve a
puzzle.” (Collins Cobuild English Language Dictionary, 1988, p. 596);
• “any specific contest, engagement, amusement, computer simulation or
sport involving physical or mental competition under specific rules, as
football, chess or war games.” (Webster’s New World Dictionary, 1991, p.
554);
• “a form of play or sport, especially a competitive one with rules”. (The
Oxford Pocket Dictionary of Current English, 1992, p. 359);
• “an activity or sport in which people compete with each other
according to agreed rules” (Longman Dictionary of Contemporary English,
2001, p. 581).
Along with the definitions provided by the most important dictionaries
used by English learners, language researchers have also worked on defining
the concept of game. Among the most complex definitions are:
• a game is “a set of rules. In particular, it is a set of more or less
elaborate and explicit rules about the constraints under which a goal is to be
achieved with certain resources” (Inbar & Stoll, 1970, p. 54);
• a game is “an agreeable way of getting a class to use its initiative in
English and as it is gently competitive, it increases motivation. It is also a
contrast to periods of intensive study” (Haycraft, 1978, p. 94);
• a game is “an activity with rules, a goal and an element of fun”
(Hadfield, 1990, p. 5).
• a game is “a form of play governed by rules” (Byrne, 1995, p. 15).
In brief, the essential feature of language and vocabulary games consists in
students’ active participation in the process of learning in a relaxing
atmosphere. They involve precise rules to govern the instructional process,
the outcome being to improve students’ linguistic knowledge of the second
language. Moreover, using them in English classes enhances communication
in a competitive and challenging environment. According to Richard-Amato
(1996), even though games are often associated with fun, we should not lose
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Journal Plus Education, ISSN: 1842-077X, E-ISSN (online) 2068-1151 Vol XII (2015), No. 2. pp. 81 - 88
sight of their pedagogical values. Games are effective because they provide
motivation, lower students’ stress, and give them opportunity for real
communication.
3.
Methodology
The purpose of the research: identifying teachers’ opinions on the
effectiveness of using games at academic level in teaching grammar and
vocabulary.
The objectives of the research:
O1: identifying teachers’ views of the advantages of games;
O2: identifying disadvantages of game-based classes in teachers’ opinions.
The hypothesis of the research: vocabulary and grammar games can be a
successful tool for improving students’ knowledge during the practical
courses of English.
Description of the instruments
The instrument used in the research was the questionnaire, which included 15
statements to which the respondents had to agree or disagree. The following
aspects were aimed at by the items in the questionnaire: the pedagogical
value of using games in language teaching, teachers’ attitudes towards the
use of games in grammar and vocabulary activities, their opinions about the
effectiveness of using games in teaching grammar and vocabulary, and the
frequency of games in teaching.
Target group
The questionnaire was administered to a sample 25 English teachers from the
Philology Department of the University of Ploiesti, whose teaching
experience ranges from 5 to 20 years. They all teach English practical
courses to students specializing in Romanian and English language and
literature.
4.
Results and discussion
As a general finding, it should be mentioned that the teachers expressed a
very favourable opinion concerning the instructional value of games in
teaching grammar and vocabulary. Analysing this opinion in detail, the
following data can be highlighted. According to Table 1 and its
accompanying visual representation, which focus on teachers’ perceptions of
the role of games in language teaching, we noticed that high percentages
were obtained especially for S2 and S3, which aimed to find their opinions on
the importance of games in a language syllabus and in teaching grammar and
vocabulary. This proves that teachers prefer the communicative approach to
their teaching style which demonstrates their preoccupation for effective
classroom strategies.
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2068-1151 Vol XII (2015), No. 2. pp. 81 - 88
Table no. 1: The pedagogical value of using games in language teaching
Statement
S1
S2
S3
S4
Games are both fun and educational.
Games should be given a special role in a foreign language
teaching syllabus.
Games offer the learners the possibility to prove their skills
in grammar and vocabulary.
Teachers must use games as an alternative for avoiding
boredom in the classroom.
Agree
%
Disagree
%
64.00
36.00
92.00
8.00
88.00
12.00
32.00
68.00
The pedagogical value of using games in language teaching
Figure no. 1:The
100.00
80.00
60.00
Disagree
40.00
Agree
20.00
0.00
S1
S2
S3
S4
Although teachers’ general perception of using games is positive, they
are aware of the difficulties implied by designing game-based classes. The
data in Table 2, which is visualized in Figure 2, highlight several obstacles
that teachers usually encounter when dealing with such classes. The highest
percentage (76.00%) indicates that teachers cannot find enough games to
teach grammar and vocabulary structures and, as a result, they have to be
inventive and create their own games, which is time
time-consuming. Another
shortcoming of using games in grammar teaching, as shown by the results of
S8, is the teacher’s uncertainty as regard
regards students’ acquisition of
grammatical items. This is emphasized by the answers given at S5, as 68% of
the respondents admit that, due to the fact that games are free activities,
students’ knowledge cannot be evaluated properly.
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Table no. 2: Teachers’ attitudes towards the use of games in grammar and
vocabulary activities
Statement
Agree
%
Disagree
%
S5
One cannot measure students’ knowledge of grammar and
vocabulary when using games during the class
68.00
32.00
S6
Using games to teach grammar and vocabulary may distract
students’ attention during the instructional process.
52.00
48.00
36.00
64.00
72.00
28.00
76.00
24.00
S7
S8
S9
Using games in grammar and vocabulary teaching can be
time-consuming.
I feel uncomfortable when I do not give the exact rules for
grammar items.
I find it difficult to find a game suitable for every grammar
or vocabulary notion.
Figure no. 2:Teachers’
Teachers’ attitudes towards the use of games in grammar and
vocabulary activities
100.00
80.00
60.00
Disagree
40.00
Agree
20.00
0.00
S5
S6
S7
S8
S9
The very high percentages of teachers who are aware of the benefits
of games in the language classroom are shown in Table 3 and its graphic
representation. It is noteworthy that more than two thirds of the respondents
(see S 10, S11, S 12, S14) point to th
the highly motivating quality of games, as
well as to the relaxing atmosphere that characterizes classes during which
they are used. Nevertheless, a percentage of 76% of the teachers mentioned a
less beneficial aspect involved by games, that is, students are more interested
in playing rather than in improving their knowledge.
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Table no. 3: Teachers’ opinions on the effectiveness of using games in
teaching grammar and vocabulary
Statement
S
1
0
S
1
1
S
1
2
S
1
3
S
1
4
Using games lower students’ anxiety towards grammar and vocabulary
learning.
Grammar and vocabulary games encourage, entertain and promote
fluency.
Games are a highly motivating and entertaining ways of teaching
grammar and vocabulary, especially for weak students.
While playing a game, learners are not necessarily concerned about
focusing on learning.
Games are not very effective in grammar and vocabulary teaching.
Ag
ree
%
Disa
gree
%
80.
00
20.0
0
84.
00
16.0
0
84.
00
16.0
0
76.
00
24.0
0
28.
00
72.0
0
Teachers’ opinions on the effectiveness of using games in
Figure no. 3:Teachers’
teaching grammar and vocabulary
100.00
80.00
60.00
Disagree
40.00
Agree
20.00
0.00
S5
S6
S7
S8
S9
Concerning the frequency of using games, the percentages indicated
in Table 4 are almost equal, which can be explained by the fact that, although
teachers are aware of the positive effects of games on sstudents, the
shortcomings mentioned above determine them to adopt a balanced attitude
when it comes to game-based
based activities.
86
Journal Plus Education, ISSN: 1842-077X, E-ISSN (online) 2068-1151 Vol XII (2015), No. 2. pp. 81 - 88
Table no. 4: The frequency of using games in teaching
S1
5
Agree
Statement
%
I use games for teaching grammar and
vocabulary as much as possible.
48.00
Disagree
%
52.00
5.
Conclusions
Starting from the data presented above, we can state that teaching English
through games is not only an enjoyable way of making the transition from
knowledge towards competence, but also an effective strategy to involve
students in the learning process. In other words, as Wright et al. (2005:48)
state, “games also help the teacher to create contexts in which the language is
useful and meaningful. The learners want to take part and in order to do so
must understand what others are saying or have written, and they must speak
or write in order to express their own point of view or give information.”
It is a fact that games are a motivating factor for students, especially in the
case of grammar classes, which are perceived as boring, but if adequately
used by teachers they become a perfect tool for improving students’ grammar
and vocabulary knowledge. Moreover, the classroom atmosphere specific to
game-based classes will give a fresh impetus to students’ participation in the
learning process.
References
Byrne, D. (1995). Teaching Writing Skills. London, New York: Longman.
Hadfield, J.(1990). A collection of games and activities for low to midintermediate students of English: Intermediate Communication Games.
Walton-on-Thames: Nelson.
Hycraft, J. (1978). An Introduction to English Language Teaching.
Malaysia: Longman.
Inbar, M., Stoll, C.S. (1970). “Games and Learning”. Interchange. Vol. 1,
No. 2. 53-61.
Richard-Amato, P.A. (1996). Make it happen. New York: Addison-Wesley
Publishing Group.
Wright, A. et al. (2005). Games for Language Learning. Cambridge:
Cambridge University Press.
*** (1988). Collins Cobuild English Language Dictionary. Glasgow:
Collins ELT.
*** (1991). Webster’s New World Dictionary. Boston: Houghton Mifflin
Harcourt.
87
Journal Plus Education, ISSN: 1842-077X, E-ISSN (online) 2068-1151 Vol XII (2015), No. 2. pp. 81 - 88
*** (1992). Pocket Oxford Dictionary of Current English. Oxford: Oxford
University Press.
*** (2001). Longman Dictionary of Contemporary English. Essex:
Longman.
88
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Works Cited
Quimis, Ivonne Carolina Meneses, et al. “Influence of Videogames on Student Behavior.” International Journal
of Psychosocial Rehabilitation, vol. 24, no. 1, Jan. 2020, pp. 1692–1703. EBSCOhost,
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Influence of Videogames on Student Behavior
For a few decades, new technologies have evolved in such a way that the current generations since
birth are impregnated with a different culture from earlier times, this seen from various environments.
Visual and sensory development increases in these processes where it can be linked to brain
development, if we compare it with other generations it shows how this learning process is faster.
Bibliographic analysis from different dimensions has allowed us to know the link between the application
of video games and the teaching-learning process, which is used as a teaching resource in the
formation of new knowledge that contributes to the acquisition of information. The excessive handling of
these virtual applications can cause health problems; such as sedentary lifestyle, anxiety, obesity, or
physical malformations due to posture, thus altering the normal lifestyle of the video player and his
family. Video games influence the behavior of children, depending on the social environment where they
develop as they are the school, their family and their implicit characteristics of their personality, in this
environment teachers and parents are responsible for controlling the use of children. Electronic devices
and games according to their needs because they can cause disorders in different scenarios, due to
lack of control or emotional problems.
Keywords Behavior; Brain; Learning; Technology; Video Games
I. INTRODUCTION
Children have now adopted distraction measures according to the digital age in which they are
developing, associated with a constant evolution; which has transformed society into agents receiving
information where creativity, innovation, entertainment, and ideas have influenced the change of mental
structures, which have been carried out by the use of computers, smartphones, mobile phones or game
consoles.
Rojas (2008), points out that the use of video games has resulted in several types of disturbances in the
health of children especially in eating, neurological or behavioral disorders, this background has
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modified the lifestyles of children and young people coming to be considered as the language of this
era. The technological advance has allowed the traditional game to change its structure, reaching a
digital evolution combined with entertainment, adopting the name of the video game, which allows the
participation of one or more players in different environments, either through the network or the physical
environment, the powerful attraction that it exerts on children generates that they become addictive
consumers thus creating great profits for the technology industry.
Parental supervision in the use of electronic devices is short so it is necessary to have a formal digital
notion that directs the video player to proceed in a responsible manner (Peñalva & Napal, 2019; Alcívar
et al., 2019; Djahimo et al., 2018), digital games are identified by allowing simulate practices, by means
of an electronic device that controls the mind of the user, it is necessary that there be adult supervision
due to the high risk to which they are exposed.
Based on an investigation carried out by Andrade & Moscoso (2019) in the city of Cuenca-Ecuador, they
found that addiction to this type of activity predominates in the male sex, especially in minors in the
school stage; who have much of their rest time in activities of this type, electronic devices become
increasingly commercial designed to get the attention of consumers.In this technological world it is
unavoidable to know the functioning of the brain, through the external factors that the human being
receives and that influence the various disciplinary fields of the same, allowing to understand the
cognitive knowledge that they acquire through the ability they obtain (Rubio, 2013; Rodriguez et al.,
2020; Sidiartha & Pratiwi, 2018). The process of reflection is unique to the human being and the
progress of science has allowed us to make sense of the changes achieved based on coexistence and
experimentation with the real world.
According to an investigation carried out in Spain by Moncada & Chacón (2012), they indicate that the
effects of the use of video games, especially those of active type are more beneficial than passive ones
since body movements that are linked to a better condition of Life and the second types of game create
a sedentary lifestyle and obesity. The diseases associated with gambling addiction are diverse, causing
health risks when exposed for long periods of time to the internet.
The responsible use of video players should prevail so that there are no complications that can develop
with the excessive use of this technology. The World Health Organization (WHO) includes this
dependence as a mental disorder, which leads to serious negative complications such as increased
interest in gambling caused by easy access and lack of supervision of its unlimited use of its application.
Video games do not always help to learn, in this work a wide bibliographic investigation is carried out,
based on the problems of the use of video games through electronic devices, which cause physical and
psychological sequelae in children, it is essential to know whether to play video games it hurts the brain
and how it influences the integral development of children. This research aims to address the
relationship between the use of digital games, with injuries that may affect the functioning and structure
of the brain, in addition to altering the physical, psychological and social development of the individual to
know how these practices, they modify together with the neuroscience in the cognitive development of
people and the change in their lifestyle.
II. MATERIALS AND METHODS
To carry out this research, a literature review was conducted taking into account information related to
the factors associated with the use of video games and the intervention of the brain in these processes
at an early age, through a national and international database where they have been discussed topics of
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interest and current affairs. The methods used for the investigation were the scientific, analyticalsynthetic and the inductive-deductive, from which the theoretical elements referred to reach the
fulfillment of the proposed objectives were deepened.
Analysis and discussion of the results
Most children from an early age use virtual tools to play or as a means of discovery, sometimes creating
addictions that cause behavioral problems in the development of personality, many of them can be
caused by excesses of time in use, sometimes not controlled by adults. On certain occasions adults
influence negatively by allowing the indiscriminate use of games through electronic devices, thus
disrupting the comfort zone without taking into account that children and young people can perform
other leisure activities that help the development of mental health and physical.
Videogames in children
Some authors suggest that videogames have become leisure time activities for children and adults, who
indicate that the activities they experience before these games become challenging for them and
demand an effort to achieve them (Barbabella & García, 2015; Teran et al., 2019; Tjiang & Sidiartha,
2018), netizens must differentiate the characteristics of playing in front of a screen and outdoors,
distinguish the fictional world and real-life to measure the consequences that they can generate.
The incorporation of technological means, which are part of the daily life of individuals, have become
teams that are difficult to avoid or prohibit due to technological progress and easy access to them, being
a distraction that consists of playing with other people or with the machine is able to turn into various
situations in a vice that induces violence or alters physical or mental health.
Scientific advances have shown that video games influence the functioning and structure of the brain,
where many authors suggest that better skills are created primarily in older adults, where the brain is
flexible and could improve memory attention that in many cases decreases with Age (Rivera & Torres,
2018; Suarez et al., 2019; Suarjana et al., 2017).As time goes by, video games are used at an earlier
age, children are increasingly bold in managing the internet, seeking entertainment on the network and
handling electronic equipment, which has become the most famous forms of fun thus expanding among
communities of children and adolescents.
According to the use of video games in children López (2016) comments that these lead to the
development of the individual, especially in the modification of neuronal structures, improving the ability
to perform tasks due to the ease of concentration; It also allows you to acquire skills based on current
digital skills that present entertainment alternatives. The way you learn today is more interactive.
Recognizing the time limit of the game becomes a fundamental basis for its use, Restrepo, Arroyave, &
Arboleda (2019) mention that the increase in the period dedicated to these online competitions can
cause variation in behavior, health disorders or displacement of their responsibilities from daily activities.
Types of video games
The world of video games is very broad, whose purpose is entertainment through various applications
they offer. According to Quispe (2019), it confirms that for the use of this type of recreation to be
accepted it must have a violence-free content. The games motivate the individual to change their
attitude towards society, sometimes causing acts of violence.
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Games executed through virtual platforms provide the user with various contributions in their
development, such as the activation of the senses and concentration. Its classification is derived
according to the game mechanics, in which various skills such as reflexes, problem-solving, digital
literacy, communication and critical reasoning are stimulated.
According to several investigations, Rivera & Torres (2018) suggest that there are different types of
video games. Figure 1 shows the types of videogames that are used for entertainment, which are used
at different ages in both adults and children and adolescents.
Influence of videogames on health
A sedentary lifestyle is a worrying reality, which negatively influences physical development; it does not
allow to acquire good habits of life being the excessive use of inappropriate technology as it is not an
active physical activity (Beltrán, Molina, & Valencia, 2011). Acquiring a new lifestyle beneficial to health
becomes increasingly distant due to the advancement of science and technology, makes human beings
increasingly move away from reality and that their mental structures do not develop according to the
surrounding environment.
Another disorder caused by the excessive use of video games is obesity caused by the lack of physical
activity, and at certain times people can have violent behavior by spending most of their time to be in
isolated places where it makes use improper feeding (Chacón, 2018; Khanum & Siddiqui, 2018;
Markolinda & Sawirman, 2018), causing sequels that not only affect the video player; but also to the
family.
Anxiety, anguish, and discomfort are factors that are present in people who make indiscriminate use of
the games for the desire to win or if they finish the game they will feel the need to continue playing and
their emotional state and behavior is exacerbated (Quispe, 2019; Suiraoka et al., 2017; Suryasa et al.,
2019), it is necessary to control the time of the game to avoid negative conditions that trigger physical
conditions in the hands, fingers or spine, causing malformations and even mentally, away from reality
(González, Báez, Arrúa, & Ayala, 2019).
In each subject the consequences are dissimilar, anxiety can manifest itself in different levels of
intensity, with symptoms such as dizziness, rapid breathing, tremor, fear, fainting, fatigue, discomfort,
nervousness, in other cases children refuse to perform school tasks or frustration for not completing
them as they wanted or even resisting attending school, sometimes coming to resort to treatment
through the specialist.
Video game addiction
The excessive practice of activities that affect the health of the human being, regardless of the scope,
deteriorates the routine and creates harmful habits in the normal development of the person, excessive
use drives the person to feel the need for invest time, money and energy to continue dependence
(Gavilanes, 2015; Tuarez et al., 2019; Tumbaco et al., 2019). In children, the lack of adult surveillance is
reflected in the excessive time of these applications by multiple variables of today's society.
Technological advances have largely taken over vulnerable groups of children and young people due to
the diversity of digital platforms that exist in the market and are found in the tables, video consoles,
mobile phones used by digital natives and They are free to access to them. In Figure 2, the main causes
that lead to the uncontrolled use of digital games are represented.
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Parental control represents a decisive element to achieve the reduction of the use dedicated to the
game in digital platforms, improving interpersonal relationships, with the family or even in the academic
field (Caycho, 2019; Palacios et al, 2019; Palacios et al., 2019) in the case of not being controlled the
use of the technology or self-control, the video player can carry a danger, for the ease of contact with
unknown people, in the event that the game is in line with the use of the internet.
The addiction to video games is related to the behavior presented by the subject driven by the need to
devote more time than normal to this action, this dependence has now proliferated by technological
advances and the use of the internet.
The subject who plays video games too much tends to isolate himself, not care about his physical
appearance, hygiene, food, lose track of time, changes his behavior, sometimes causing discomfort to
himself or conflicts with other people. Figure 3 shows the characteristics presented by the person with
the addiction to this technology.
People who frequently practice video games tend to change their behavior, adapting new routines that
make them characteristic, as well as the change of thought, behavior, feelings and, above all, the need
to devote much of the time from day to the game through technology.
The popularity of this type of recreation is immersed in different ages, and sectors of society,
concentrating especially in urban areas where the acquisition and use of technological tools through the
internet that drive dependence on themselves, presenting symptoms such as the constant desire to
continue or start a new game in the video game.
Video games and learning
In most cases, the use of technology helps in the learning process when it is controlled and guided by
the family and the teacher. Play for children represents an important factor during its development
stage; both physical and intellectual that contribute to knowledge. Educational videogames can favor
learning through cognitive processes that are enriched by the link that exists with educational needs,
with the game being the best way to learn.
In the development of classes, teachers apply a variety of strategies and teaching materials in order to
achieve knowledge in the student, with the use of technology the teacher can be substituted for video
games, they contain information based on content educational and of which there is diversity in virtual
platforms (Gomez, Molina, & Devís, 2018; Espique, 2018; Hossain, 2018).
In the class, the teacher chooses the didactic resource that he considers necessary and appropriate for
students, being not widely used, but video games are necessary, but one of the most pleasant and fun
for students during the process of acquiring knowledge. The educational value will depend on its good
use, as a teaching resource allows interaction with the student through the dynamism it offers.
The practice of video games in the educational field, Casado (2018) refers to the objective of teaching
and feedback as merited by the case, considered as a potential to encourage students and at the same
time becomes a modern teaching tool aimed at the people of the new millennium, where ICTs are
fundamental.
Serious games that allow the development of skills and motivate the knowledge acquisition process
through social change are also used for cognitive development. Ledo, Gándara, García, & Gordo (2016)
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mention that these contribute to the treatment of various disorders that alter the development of the
person, such as attention deficit hyperactivity disorder, autism, social phobia, food, behavior, learning,
brain disorders -- vascular.
Serious games have been incorporated into the educational process with the purpose of increasing
motivation in the transmission and acquisition of knowledge, in addition to enhancing the individual skills
that improve the activation of memory. For better efficiency, the accompaniment or supervision of an
adult meets an important requirement in its application.
Impact of the videogame in the school environment
The potential offered by video games in education is led to the practice of problem-solving as a primary
objective, where they develop cognitive processes such as imagination, spatial recognition, logical
thinking, knowledge development and abilities.
According to the research carried out by Fuentes & Pérez (2015), they propose that video games also
have a negative impact on the teaching process, creating addiction, aggressiveness, isolation and in
many cases health disorders; but despite these difficulties, students acquire skills and strategies in
thinking.
These digital tools, build knowledge through the dynamic practice they offer, also increase the learning
process without being the main objective (children play by playing without noticing that with these tools
they are developing their cognitive power), they do so implicitly, but if they exceed the limit of use they
enter into an addiction that is shown in the teaching process when the teacher imparts knowledge when
they are distracted not dedicating themselves to educational activities, obtaining results of low school
performance.
Video games and cognitive processes Cognitive
Processes have been studied from different computer applications, some authors have worked on how
video games influence the learning process, demonstrating that they can be used as mediating tools in
formal and nonformal educational fields, either reading, writing (Jimenez & Martínez, 2018; Widiartini &
Sudirtha, 2019).
Video games incorporate different attitudes in people, Rivera & Torres (2018) mention that they develop
critical thinking by making decisions they make. This process refers to logical development, imagination,
the creativity that makes them reflect to find the most appropriate strategy, which influences social and
educational development.
Formerly video games were designed for recreation only, however, new generations of adults have
understood how necessary this type of game can be in certain cases as a contribution to children's
physical and cognitive development. Figure 4 indicates the benefits that contribute to the training of
schoolchildren.
Another contributing factor is digital literacy through teaching in the use of technology, mass use is
increasingly at an early age, at three years of age practically a large part of infants are already in school
(Ferreiro, 2011). The technological advance allows undertaking activities according to current needs.
Prevalence of video games in learning
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Video games improve the execution of tasks because it activates the visual reaction, attention, sensory
and perceptual abilities. The neurological effects that are produced by the use of video games modify
their structure, increasing the size and affecting the functioning, in addition to the benefits they have, it
allows the development of spatial viso skills, without needing to receive much stimulation for its
execution being more rapid.
Alterations that occur in the brain of people addicted to video games according to Marengo, Herrera,
Coutinho, & Rotela (2015) report that they are affected by alterations in blood flow, increased secretion
of dopamine; which controls the inhibited individual as the regulation of attention and memory functions.
For teenagers, video games have become everyday products, according to Muñoz & Segovia (2019)
they are part of everyday tasks, becoming study platforms that make them learn in a more fun way
through interaction with electronic equipment and in a remote context different from the educational
institution.
Today's children interact freely with technology, Córdoba & Ospina (2019) indicate that video games
influence the educational process by stimulating creativity, logical knowledge, literacy, and psychomotor
skills; therefore, teachers consider it necessary to include virtual games in the classes with the purpose
of motivating learning to make the student's knowledge more lasting.
Learning through video games is more fun and meaningful. Moral (2018) mentions that the resolution of
network games where several players interact is beneficial because it allows the contribution of several
different reasoning at the same time in search of the appropriate strategy for resolution, thus improving
leadership learning, which enriches the practice and develops attitudes that contribute to the integral
formation of the person.
Neuroscience and video games
Neuroscience as a science intervenes in all the processes of development of the human being, thanks
to it man acquires wisdom, knowledge, can identify the good of the bad, the sweet of the bitter, the
happy and the sad, It plays different roles in human thinking and development. Videogames being an
action that allows the subject to obtain different skills that provide well-being, balance, living conditions
in different periods of development and in the cognitive methods of children and adolescents.
In the case of hard sciences, video games contribute to cognitive development based on the
opportunities offered by the brain, where neuroscience is involved in the development of skills. Some
authors have studied the contributions of neuroscience to the improvement of strategies in mathematics
instruction, stating that the training requirement is necessary where the teacher includes knowledge
about brain function, its structures, and implications in the education of the subject (Mogollón, 2010).
With the facts of the technology video games have been developed that enhance the development of
the brain and cognitive processes in students, allowing them to gain knowledge faster, being more
skilled and developing love for the subject, many teachers have used as teaching strategies the
development of games or videogames (González, Molina, & Sánchez, 2014) being the neuroscience
responsible for the new technologies to potentiate cognitive strategies for the development not only of
mathematics but of other subjects through this technique.
III. CONCLUSION
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Videogames influence children's behavior, these depend on the social environment where they develop,
school, family and their implicit characteristics; displaying in each individual attitudes that can be
positive for their proper development or negative, as well as the decrease in relationships with others,
carelessness in hygiene habits, irritability or non-compliance with their daily activities.
Teachers and parents are responsible for controlling that children and young people use technology
according to their needs, which could become a powerful educational resource in and out of the
classroom as long as there is proper supervision of the electronic device used and that the type of game
or other applications that you handle are according to your age.
Video games too much can induce disorders in different contexts, whether due to lack of supervision or
emotional problems, the identification of changes in time will reduce dangerous sequelae that can lead
to changes in health and that affect the player and their close relatives, who should look for strategies to
help reduce this dependence on play.
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