Digital Games in the Classroom


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“Almost 70 percent of teachers reported that lower-performing pupils engage more with topic content using electronic games, while three-fifths reported increased focus on certain tasks and enhanced collaborations among all pupils. Teachers said games make it much easier to teach a selection of students in their classroom. Sixty percent said that using electronic games helps personalize education and better evaluate student knowledge and learning.”

We’ve found similar advantages of matches based learning in the classroom, as mentioned in Proof of the Pudding components 1, two and 3. Sir. Ken Robinson contended that cooperation is increasingly important now in the area of work (see blog post) and this is one of the principal centers of games-ED goods (as mentioned here).

“‘With more than 90% of all school age children currently playing digital games on a regular basis, and lots of underserved students fighting to profit from traditional approaches, it’s common sense to deploy interactive technologies to engage students in more personalized and happy learning,” stated Dr. Michael Levine, Executive Director of the Cooney Center. “The survey confirms that in many classrooms educators are asking students to put their pencils down and perform.””

Again, these ideas are very similar to those of Sir. Kids are bored in classes and given labels like ADHD, which might simply be because they’re used to being constantly stimulated by technology and their contemporary surroundings. Instruction as it now stands may actually simply be dull and appears to be stuck in the past. As Dr. Michael Levine states, “it’s common sense” to implement more engaging and interactive technologies, as that is exactly what kids are utilized to now.

“The number one barrier teachers mentioned to integrating digital games to the classroom is price. The next most reported obstacles cited in the poll are insufficient access to technology resources and emphasis on standardized test prep.”

Some of these obstacles are discussed in the ‘Five Things to Consider When Using Games in the Classroom’ blog post. With games-ED applications, just 1 computer is required to play the matches. This avoids the price of purchasing games consoles and the hassle of reserving IT suites etc.. The cost obstacle might be an issue for commercial amusement games if you must purchase multiple licences. By way of instance, games-ED products only need one license that provides great value for money because they can be used throughout the curriculum, with different age groups and so forth.


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Shashank Jain

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