Week 4 - Using Computer Games in the Classroom

Prensky, 2006 is a strong believer that computer games are extremely beneficial in learning. He states that children learn more positive, useful things for their future from their video games than they learn in school!  He suggest that the reason children spend so much time playing games is that they are learning things they need for their 21^st century lives. 

It is known that computer games are motivating and enjoyable for children, however there is little hard evidence on games being used to enhance learning.  This week during ICT, we were introduced to some games which have been researched, and are proven to enhance children’s learning.   One game in particular which I found interesting was Dr Kawashima’s Brain Training which is played using a handheld Nintendo DS.

 Miller and Robertson (2010) carried out the study.  They used the game, Dr Kawashima in classrooms to find out if it would help raise children’s attainments in mathematics.   This game is known as a COTS game, which stands for (Commercial off the shelf games).  This means that the game was not originally designed for educational purposes, however was found to be significantly beneficial for learning.

During the study, a class of primary 6 pupils carried out a basic 100 question arithmetic test.  These scores were recorded.  For the next 9 weeks, the children would play the brain training game for 20 minutes every morning.  After the 9 weeks, the children completed the same test and the scores of the previous results had improved significantly.  As well as an improvement in the accuracy of correct answers, the children were also much faster at completing the test.

This was compared with another p6 class who had not played the game.  Their results also improved, which was expected as the children were continuously learning.  However, the results were not significant and there was no change in the speed the children completed the test.

This study was small scale, therefore Miller and Robertson progressed to the next stage where they carried out a randomised trial involving 32 schools from 4 educational authorities.  This data included 634 primary 6 children.  They carried out the same study, involving the children playing the game first thing in the morning, five days a week.  And a control group who did not play the game. 

Findings

• They found that the children who did the brain training had an improvement of 50% higher than the groups who did not.  Also, their speed was twice as fast as the control group.
• The results of the experiment also indicated that there was a slight improvement in the experimental group’s attitude towards school, compared to the control group. 
• Truanting and lateness had also improved due to the fact that the children were enthusiastic about playing the game in the morning during school.
• There was also an improvement in relationships.  The children were supportive and interested in the performance of their peers while playing the game.

Games help to encourage self-reliance and self determination, and help children to appreciate and develop skills necessary for success such as problem solving and critical thinking.  They also create implications that understanding as a learner on our own can be good.  However, in a connected team we can be much better (Scottish Government, 2009).

Game based learning is becoming more popular in schools and I am becoming more interested in using computer games as a learning tool.  Through Miller and Robertson’s research, I discovered that COTS games can benefit children in their learning and can also help form relationships.   One principle in relation to curriculum for excellence that comes to mind through using games as a learning tool is challenge and enjoyment!  The children are motivated and encouraged to learn with the use of a challenging game which can be used at home, but also in the classroom.

More information on the game! http://www.ltscotland.org.uk/video/d/video_tcm4625482.asp?strReferringChannel=learningteachingandassessment&strReferringPageID=tcm:4-566125-64 

References

Miller & Robertson (2010) Game Based Learning Study. available online https://my.dundee.ac.uk/@@/734278964C8ABCEB8A582C4C32A170C2/courses/1/ED22018_CAS_D65_201112/content/_2971228_1/MILLER%26ROBERSON2010b.pdf [accessed on 20.02.12]

Prensky, M (2006). Don't bother me mom - I'm learning . Oakcrest Avenue: Paragon House

Scottish Government (2009) About Game Based Learning. available at  http://www.ltscotland.org.uk/usingglowandict/gamesbasedlearning/about/aboutgamebasedlearning.asp 

[accessed on 20.02.12]

Scottish Government (2010) Principles for Curricular Design
available at http://www.ltscotland.org.uk/understandingthecurriculum/howisthecurriculumstructured/principles/index.asp
[accessed on 19.02.12]