Introduction
A considerable number of reported effects of video games, most of which are given by popular press, focus on the probable negative consequences. Among the consequences identified, the reports provide that playing video games can lead to addiction, an increase in a player's aggressiveness, especially young children, and psychosocial effects. In spite of the identified negative effects, many references could be cited to indicate that playing video games can have significant benefits, particularly educational benefits. Irrespective of the genre, some of the benefits attached to playing video games are inclusive of the improvement of the player’s hand-eye coordination, the reduction of reaction times, and the increase of a player’s self-esteem among other benefits. In the light of answering the question regarding whether video games are a useful learning tool, it is possible to posit that video games can be a learning facilitator. In this case, some video games can engage the players in learning experiences that can be difficult to acquire in some other settings.
Arguments for Using Video Games as a Learning Tool
According to Kara Loo (2017), when video games were initially designed, education was not in the mind of the designers. In this regard, the video games did not assist the players, most of who are children, to learn various things such as mathematics, history, of practice vocabulary, among other educational provisions. However, in the contemporary society, video games are seemingly everywhere, including the adoption of the games as learning tools by different schools. Rees Shapiro (2015) provides that schools are currently adopting video games as a tool used in the classroom. Even though the adoption is slow, it is continually gaining approval from learning institutions, considering the discovery by educators that using it as a learning tool provides significant benefits.
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Children have a short attention span, especially when in a classroom. Concentrating in class can be considered as one of the most useful ways through which students can improve their learning process, which means that finding ways to ensure that children concentrate is vital. Shapiro (2015) refers to a book by Gregg Toppo to indicate that the best way to ensure that children pay attention in school is through re-writing the traditional learning rules, which would mean introducing video games in class to encourage student engagement. Emily Sohn's position could support this assertion that video games are attention-getting and can be useful for children diagnosed with ADHD because they can be attentive for hours while playing the game (2004). By immersing themselves in the context of the game, including the place and culture that they might be learning in the classroom, they are likely to develop critical thinking skills, reading comprehension, and retention skills (Loo, 2017). The excitement they derive from engaging in the game enables them to support the retention of the material they are exposed to.
According to Michele Berger (2017), video games could be considered as an educational resource that can have a sociological impact on learners. He focuses on a statement by Marcus Wright to indicate that video games are essential tools that could be used to develop creativity, imagination and problem-solving skills among the players. In addition to the identified developments, video games are essential tools that individuals could use to develop non-cognitive skills that are inclusive of discipline, patience, collaborative skills, and to explain the manner in which people cope and learn in their environment (Marklin, 2014; Bleiberg & West, 2014). It is not possible for children to acquire such skills in a classroom setting. An argument by Marklin (2014) indicates that a traditional classroom stifles the acquisition of the skills, most of which are critical to the learning process. For this reason, embracing video games as a learning tool is vital for ensuring the development of an all-around student that has acquired necessary life skills for coping in life as an adult.
Video games not only enhance the player’s cognitive and non-cognitive skills, but they can be used as motivational tools, which is a provision that makes them relevant when used in the classroom setting. According to Lashera McElhany (2016), while playing video games, players are confronted with several obstacles or problems, which is a provision that motivates them to persist and look for ways out of the problems. The quest to solve the problems and obstacles they face enables them to develop skills and resources that could be relevant to their future learning opportunities. On the other hand, when they are faced with different issues in their real life, they could transfer the skills acquired from the video games to avoid feeling overwhelmed, anxious or give up on the pursuit to solve the problems. McElhany (2016) further posit that gameplay needs the development of an understanding of the game, which calls for the need for the players to analyze the characters and the plot of the game. For this reason, the player’s comprehension of the materials in class can be enhanced since the player will have developed suitable comprehension skills.
Owing to the adoption and integration of video games by educators in some of the learning institutions, it is possible to posit that video games can be considered as the future of the education process. In line with this provision is the idea that game developers in the contemporary society are working with educators to align some of the educational games they develop with the Common Core State Standards (Papallo, 2015). For instance, games can be considered as a necessary tool for introducing students to the world of computer programming. In line with this suggestion is Papallo’s reference to the STEM opportunities used to teach physics and calculus, among other subjects (2015). The games that were used to teach the identified subjects in Iowa's project-based high school, Project Big, Shawn Cornally used games such as Portal 2 and the bending puzzle game to teach physics, which turned out to be successful (Papallo, 2015). This example provides one of the situations that could lead to encouraging the need to use video games as a learning tool.
Arguments Disapproving the Need to Use Video Games as a Learning Tool
In spite of the benefits supporting the need to use video games as a learning tool, there are those against its incorporation into the learning environment. The primary reasons cited by those against using video games as a learning tool is that it can lead to addiction, the development of aggression, the underdevelopment of social skills, and that the continuous exposure to such games might affect the players’ mental health. Some of these aspects can lead to the questioning of the relevance of using video games as a learning tool, which might bring influence parents to disapprove the use of the tool in the learning environment. According to McElhany (2016), individuals are not likely to approve of the use of video game as a tool for learning, citing reasons that include the idea that the games encourage sedentary living, leading to obesity, the content might be inappropriate for learning, players are not using their imagination while playing, and that the games are a waste of time. Even though some of these arguments are valid, it is possible to posit that the benefits of using video games as a learning tool outweigh the disadvantages, which calls for the need for educational institutions to embrace this trend to impart knowledge and to enable the students to develop a variety of life skills.
Conclusion
Using video games as a learning tool in schools is one of the controversial subjects facing educators and parents alike. Initially, video games were considered violent, meaningless, and mind-numbing. However, in the contemporary society, educators are continually exploring several beneficial learning opportunities that video games provide, most of which focus on enhancing student engagement in the learning process, a provision that is likely to lead to their success in acquiring knowledge and useful skills. The different skills that children are likely to acquire from playing video games include discipline, patience, collaboration skills, the improvement of the player’s hand-eye coordination, the reduction of reaction times, and the increase of a player’s self-esteem. Regardless of some of the negative effects or disadvantages attached to video games, using the tool to engage students in their learning environment is vital for enabling them to acquire skills they cannot acquire in the traditional classroom setting.
References
Berger, M. (2017). Using video games as tools for learning and education . Retrieved from https://penntoday.upenn.edu/news/using-video-games-as-tools-for-learning-and-education
Bleiberg, J., & West, D. (2014). Playing Video Games is Fun (and Can Help Students Learn). Retrieved from https://www.brookings.edu/blog/techtank/2014/11/03/playing-video-games-is-fun-and-can-help-students-learn/
Loo, K. (2017). 7 Ways Video Games Will Help Your Kids in School . Retrieved from https://www.huffingtonpost.com/kara-loo/7-ways-video-games-help_b_6084990.html
Marklin, B. (2014). The Benefits of Video Games in Education . Retrieved from https://www.learningliftoff.com/the-benefits-of-video-games-in-education/
McElhany, L. (2016). The Hidden Value of Gaming in Education . Retrieved from https://www.sagu.edu/thoughthub/the-hidden-value-of-gaming-in-education
Papallo, J. (2015). Are Video Games the Future of Education?. Retrieved from http://www.educationworld.com/a_news/are-video-games-future-education-994027856
Shapiro, T. (2015). How video games can be an educational tool . Retrieved from https://www.washingtonpost.com/opinions/an-education-in-gaming/2015/05/28/b6920cbe-edcc-11e4-8666-a1d756d0218e_story.html?noredirect=on&utm_term=.6576c71f06a6
Sohn, E. (2004). What Video Games Can Teach Us . Retrieved from https://www.sciencenewsforstudents.org/article/what-video-games-can-teach-us
