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 ISSN 1436-4522 (online) and 1176-3647 (print). This article of the Journal of Educational Technology & Society is available under Creative Commons CC-BY-ND-NC 3.0 license (https://creativecommons.org/licenses/by-nc-nd/3.0/). For further queries, please contact Journal Editors at ets.editors@gmail.com 74 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. 75 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). 76 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 77 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? 78 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: 79     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. 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Computers & Education, 60(1), 412-425. 84 Copyright of Journal of Educational Technology & Society is the property of International Forum of Educational Technology & Society (IFETS) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. 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 81 Journal Plus Education, ISSN: 1842-077X, E-ISSN (online) 2068-1151 Vol XII (2015), No. 2. pp. 81 - 88 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 82 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. 83 Journal Plus Education, ISSN: 1842-077X, E-ISSN ISSN (online) 2068 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. 84 Journal Plus Education, ISSN: 1842-077X, E-ISSN ISSN (online) 2068 2068-1151 Vol XII (2015), No. 2. pp. 81 - 88 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. 85 Journal Plus Education, ISSN: 1842-077X, E-ISSN ISSN (online) 2068 2068-1151 Vol XII (2015), No. 2. pp. 81 - 88 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 Copyright of Journal Plus Education / Educatia Plus is the property of Aurel Vlaicu University of Arad, Gabriela Keleman and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. 4/11/2020 EBSCOhost EBSCO Publishing Citation Format: MLA (Modern Language Assoc.): NOTE: Review the instructions at http://support.ebsco.com.ezproxy.depaul.edu/help/?int=ehost&lang=&feature_id=MLA and make any necessary corrections before using. Pay special attention to personal names, capitalization, and dates. Always consult your library resources for the exact formatting and punctuation guidelines. 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, ezproxy.depaul.edu/login?url=https://search.ebscohost.com/login.aspx? direct=true&db=a9h&AN=142113607&site=ehost-live&scope=site. 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 https://web-b-ebscohost-com.ezproxy.depaul.edu/ehost/delivery?sid=8531ca70-3502-41e1-976c-ff5133c59b5a%40pdc-v-sessmgr06&vid=2&Return… 1/12 4/11/2020 EBSCOhost 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 https://web-b-ebscohost-com.ezproxy.depaul.edu/ehost/delivery?sid=8531ca70-3502-41e1-976c-ff5133c59b5a%40pdc-v-sessmgr06&vid=2&Return… 2/12 4/11/2020 EBSCOhost 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. https://web-b-ebscohost-com.ezproxy.depaul.edu/ehost/delivery?sid=8531ca70-3502-41e1-976c-ff5133c59b5a%40pdc-v-sessmgr06&vid=2&Return… 3/12 4/11/2020 EBSCOhost 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. https://web-b-ebscohost-com.ezproxy.depaul.edu/ehost/delivery?sid=8531ca70-3502-41e1-976c-ff5133c59b5a%40pdc-v-sessmgr06&vid=2&Return… 4/12 4/11/2020 EBSCOhost 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) https://web-b-ebscohost-com.ezproxy.depaul.edu/ehost/delivery?sid=8531ca70-3502-41e1-976c-ff5133c59b5a%40pdc-v-sessmgr06&vid=2&Return… 5/12 4/11/2020 EBSCOhost 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 https://web-b-ebscohost-com.ezproxy.depaul.edu/ehost/delivery?sid=8531ca70-3502-41e1-976c-ff5133c59b5a%40pdc-v-sessmgr06&vid=2&Return… 6/12 4/11/2020 EBSCOhost 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 https://web-b-ebscohost-com.ezproxy.depaul.edu/ehost/delivery?sid=8531ca70-3502-41e1-976c-ff5133c59b5a%40pdc-v-sessmgr06&vid=2&Return… 7/12 4/11/2020 EBSCOhost 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. 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