Gaming in the Classroom: Beast or Horribad ? (Sklathill, 2008-
Flickr) Krista Wiles Technology in the Classroom Spring 2013
Slide 3
What IS gaming? Gaming is the usage of electronic devices in
the classroom for educational purposes. Gaming aims to further
develop, or add on to a students basic knowledge about a subject.
Gaming addresses a specific goal, while having fun and learning at
the same time. There are different types of games. There are
different types of devices. There are different usage approaches.
(Drilnoth, 2009- Wikimedia Commons)
Slide 4
What IS gaming? Computer Games (Gustav Agren, 2013- Wikimedia
Commons) (Sir Stig, 2009- Wikimedia Commons) (Lolametro, 2011-
Wikimedia Commons)
Slide 5
What IS gaming? Computer Games Video Games (Guillaume Bokiau,
2004- Wikimedia Commons) (Macara, 2007- Wikimedia Commons)
(Skyonist, 2007- Wikimedia Commons) (Evan-Amos, 2011- Wikimedia
Commons) (Qurren, 2006- Wikimedia Commons)
Slide 6
The goal of gaming. Catch and hook students. Todays child
Technological age. Motivation factor. (ChinaFlag, 2008- Wikimedia
Commons)
Slide 7
Technological devices. COT games (Coolcaesar, 2005- Wikimedia
Commons) (Sandford, 2006; Van Eck, 2009)
Slide 8
Technological devices. COT games Educational games (Bartmoni,
2009- Wikimedia Commons) (Sandford, 2006; Van Eck, 2009)
Slide 9
(ChiemseeMan, 2006- Wikimedia Commons) Technological devices.
COT games Educational games Most used/researched? Math games
Strategy games Virtual games (Sandford, 2006; Van Eck, 2009)
Slide 10
Research shows Teachers are jumping on board. * $21.8 billion
dollars sold in 2008 on video games. (Nawaz, 2009) * 19% increase
in 2009. (Nawaz, 2009) Students who dont normally participate, are
participating in gaming. (Pastore, 2010) (J.J, 2004- Wikimedia
Commons)
Slide 11
Research shows Conclusions from the data The most effective
classroom games utilize: * Social negotiation * Inquiry learning *
Reflective thinking * Authenticity of learning * Ease of use
(Pastore, 2010) As gaming grows in popularity, more customizable
games will likely be created. This means: More subject areas
covered. More state and national standards met. (Pratheepps, 2006-
Wikimedia Commons)
Slide 12
Research shows Conclusions from the data Whats working Students
are coming to class motivated. Students are excited to be using
technology. Students have specifically been showing more interest
in math classes that involve games. (Pastore, 2010) Addresses
todays students and their needs.
Slide 13
Research shows Conclusions from the data Whats working Why
teachers/students love it Fun. Engaging. Motivating. Fairly easy to
use/understand.
Slide 14
Conclusions from the data There has been no significant effect
on test performance since gaming has been introduced and used in
the classroom. (Pastore, 2010) Students must have a working
knowledge of the data before video gaming can be considered useful.
Students can easily become distracted with networking sites. (The
Social Network, 2010- Wikimedia Commons)
Slide 15
Conclusions from the data Whats not working Games do not always
address student learning styles. Students without a strong
knowledge of computers cannot use the technology as effectively.
Students may take advantage of not being monitored constantly.
Slide 16
Conclusions from the data Whats not working Why teachers arent
sold yet Need more options. Need a way for student accountability.
Can be unnecessarily time consuming. (Pratheepps, 2006- Wikimedia
Commons)
Slide 17
Mostly research and surveys. The success of the student is most
important. As gaming becomes more accepted, there will be more
options for use.
Slide 18
While considering if this is for you... Students are unique.
Psalm 139:14aI praise you, for I am fearfully and wonderfully made
Cater to all students. 2 Timothy 2:15Do your best to present
yourself to God as one approved, a worker who has no need to be
ashamed
Slide 19
Alexander, J. (2009). Gaming, student literacies, and the
composition classroom: Some possibilities for transformation.
College Composition and Communication, Vol. 61, No. 1, pp. 35-63.
Egenfieldt-Nelson, S. (2006). Overview of research on the
educational use of video games. Digital Kompetanse, Vol. 1, pp.
184-213. Ke, F. (2008). A case study of computer gaming for math:
Engaged learning from gameplay. Computers in Education, 51,
1609-1620. Ke, F. (2008). Computer games application within
alternative classroom goal structures: cognitive, metacognitive,
and affective evaluation. Educational Technology, Research and
Development, 56. Kirriemuir, J., McFarlane, A. (2004). Use of
computer and video games in the classroom. Nawaz, G. (2009). NPD:
Video games sales data for 2008. Pastore, R., & Falvo, D.
(2010). Video games in the classroom: Pre- and in service-teachers
preceptions of games in the k-12 classroom. International Journal
of Instructional Technology and Distance Learning. Sandford, R.
(2006). Teaching with games: COTS games in the classroom. Schrader,
P. G., Zheng, D., & Young, M. (2006). Teacher perceptions of
video games: MMOGs and the future of preservice teacher education.
Innovate Online Journal. Van Eck, R. (2009). A guide to integrating
COTS games into your classroom.