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Educational games are very helpful for the teachers and students and play a very effective role in students learning. Through educational games, the student has opportunities to express them and become active participants. Games are also motivating and developed an element of competition between students. It is essential to use games for the primary stages to make students better learners. Games have a good effect on improving the achievement for the primary Stage and to create an interactive environment. Educational Games help teachers to assess a student’s level of learning without using any assessment tool. Educational games allow students to connect with their peers in new ways. Using educational games increases technical and media literacy, as well as collaboration skills. They provide a pleasurable way to take in information that is interactive and not static and one-sided. When educational games are used to teach students at primary stages students not only enjoy these games but they also learn mush easily and quickly. It has been seen that children who learn through games are better in learning and holds positive attitudes, then those who learn through traditional methods. Educational gaming endorses student-centered learning. It brings together educational content, learning principles, and computer games while meeting the needs of students who constantly interact with electronics by “speaking their own language with their tools.”
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Promotion of educational games is necessary for the curriculum for better learning at primary stages. But regrettably, games are not given much importance in school as well as the teachers are not trained for such type of educational playoffs. Today’s educational system is based only on rote learning rather than conceptual learning. It makes students passive learner and teacher act as an active participant. Moreover, the school administrator and curriculum developer thought that learning through games is a ravage of time and its effects on the discipline of school as well as environment. In fact, the curriculum is not developed in relation to those playoffs. This is the reason school administrators faced riotous condition in playing games for educational purposes. The need of the hour is to enhance the quality of learning first and secondly organize curriculum in which educational games will encourage and then trained teachers to adopt effective strategies using playoffs to unlock the creativity of students additionally.
According to the Federation of American Scientists (FAS), games promote active learning, learning by doing, and learner-centered learning, all of which “compel the student to become part of the learning process–not just the object of lectures or reading materials.”Games have long been employed as a means of education. Using the ancient game of chess, noblemen of the middle Ages learned strategies of war. During the Civil War, volunteers from Rhode Island played American Kriegspiel, which had originally been created in 1812 for training Prussian officers-of-war. Then, in the early 19th century, came the creation of Kindergarten by Friedrich Frobel, which was based on learning through play. Children delighted in his Frobel Gifts, simple educational toys such as blocks, sewing kits, clay, and weaving materials. According to Richard N. Van Eck, there are three main approaches to creating software that stimulates cognitive growth in the gamer. These three approaches are building games from scratch created by educators and programmers; integrate commercial off-the-shelf (COTS), and creating games from scratch by the students. The most time- and cost-effective approach to designing these educational games is to incorporate COTS games into the classroom with the understanding of the learning outcomes the instructor has for the course. This requires the teacher to buy into the positive results of using digital games for education.
It also requires teachers to have adequate self-efficacy concerning the use of these games and their technology. The students usually have high amounts of self-efficacy in the usage of digital games, while the lack of confidence teachers have in incorporating the digital games usually results in the less effective educational use of the games. However, Gerber and Price (2013) have found that teachers’ inexperience with digital games does not preclude them from the desire to incorporate them in class instruction, but districts must have in place support through regular professional development, supportive learning communities with their colleagues and adequate financial support to implement game-based learning in their class instruction. According to Bainbridge, interviews and ethnographic research could be conducted within the reality of the game space. This could include experiments in social psychology and cognitive science. The fact that game creators and gamers want new experiences within the games, the introduction of “experiments” could increase the level of play and engagement. (Bainbridge-2007)
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With using games we can influence motivation and engagement of the learners in a positive way. Games offer also a secure and contextual environment that foster different skill acquisition. Basic skill level starts with eye-hand coordination skills and continues to more complex skills e.g. problem-solving skills, communication and collaboration skills, strategic thinking skills, social skills. In a game-like learning environment, learning by doing, active learning and experiential learning step in the foreground. Most researchers conceptualize learning as a multidimensional construct of learning skills, cognitive learning outcomes, such as procedural, declarative and strategic knowledge, and attitudes. The article “Serious Games for Serious Topics” by Clark Quinn at eLearn Magazine studies the fact that serious games create a hands-on, minds-on opportunity that allows players to actively focus, create and change a scenario while simultaneously learning about consequences of choice in the situation. As students become more engaged and committed to succeeding in the game, they become more willing to learn about the scenario the situation is taking place in. They begin to care about learning more about the topic and how to solve the problem. As the article points outs, “It’s the difference between watching a nature documentary and going backpacking in the wilderness.” (Quinn) Rather than just memorizing new material like you would watching a documentary, serious games allow students to become active participants in discovering new ideas, information, and solutions to problems while also allowing them to feel the tension and suspense of the crisis. This development of real interest through digital games can already be already seen in several businesses. America’s Army, a digital game created to help boost military recruitment numbers, is one example of businesses using a game to help develop employee interest in a topic. “Since its release, different versions of the war game have been downloaded more than 40 million times since its download.” (Holmes)
Playing educational games also help us and children with focus, self-esteem, and memory. Educational games can help a child focus because they are being patient while waiting to achieve getting to the next level. Playing these games help their self-esteem because sometimes they get a quicker reaction from the game system and they can really see how they have accomplished something. In the games, there are milestones that the children will have to reach and at the end of each stage, they receive something that they will have to have in the next stage. This is also where their focus comes into play because they will take their time to make sure they do things correctly so that they may go on longer in the game (Schuna)A primary advantage of educational games is that students can work on multiple skills and subjects across the curriculum at once.
The 2010 Horizon Report expands on this idea and includes a long list of assistance from “open-ended, challenge-based, truly collaborative games” such as MMOs. Using games of this type can open occasions for students to work on abilities in all areas of traditional education while at the same time including research skills, problem-solving and leadership Basically the children are naturally inspired to play games. Serious playoffs are the interactive play that teaches students goals, rules, adaptation, problem-solving, contact, and all represented as a story. They give them the supporting needs of learning as long as satisfaction, passionate involvement, structure, motivation, ego fulfillment, adrenaline, inspiration, social interaction, and emotion. The play has a profound natural, evolutionarily important, function, which has to do definitely with learning.
Following are the objectives of the research study: Games will develop self-esteem, problem-solving, collaboration, and communication skills in students will unlock creativity among students. It will foster participatory attitudes of the students learning.
In this research study, the qualitative method is used which includes observations and interviews techniques and interviews will be taken from teachers, students, and school administrations.
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