This study is about university student and teacher perceptions of the use of video games in secondary education. I am interested in seeing what your experiences with video games in secondary education are, how you would evaluate these experiences and what you perceive to be the future applications for the use of video games in secondary education.
Literature Review 2-8
The generation currently in education are using games on a daily basis alongside other forms of new technology with the ease of use that they have acquired through a constant immersion in technology and digital interfaces (Frand, 2000). With educators such as Royle and Gee (2010a, 2010b; 2007) working in the field of video games and their use and application within education it is apparent that governments need to create a curriculum that no longer feels as antiquated as the sixteenth-century literature it is teaching (Archdeacon, in Earle, 2005). This literature review will focus on several aspects of video games and their use in education: firstly the perceived advantages of the use of video games in education, current concerns that have been raised by other studies in this field, and finally proposed applications for their future use in education.
Advantages of the use of video games as a learning tool
In one study exploring the relationship between video gameplay, genre preference, personality and grade point average (GPA) it was highlighted that from a leisure context the time spent playing and variety of games played had direct implications in regards to academic performance. Venture, Shute and Kim made the following connections: • Students who were classed as medium in selective player style (11-50h on favourite video games) had significantly higher GPAs than students low in this style (0-10h). • Students who scored highly in the habitual style (7 or more hours a week spent playing video games) showed significantly lower Conscientiousness compared to students low in this style (0-1h a week). • Students who placed higher on the diverse style (7 or more games played a year) showed significantly higher Openness scores that those low on the diverse style (0-3 games a year). (2012)
As can be seen in the results from the study (Venture, Shute & Kim, 2012) video games, and the time spent playing them can directly affect the academic performance of students for better or worse. This is not to say that all students should be playing video games, however the majority of them probably are. A nationally representative study of American teens showed that 97% of teens aged 12-17 play computer, web, portable, or console games (Lenhart et al., 2008). Whilst it relates solely to American teens it may be considered that almost all teens residing in the United Kingdom (UK) are playing some form of digital game via some platform.
Frand (2000) identifies this generation with the following essential characteristics: computers and the Internet are a part of their life, staying connected through technology is essential, multitasking is natural and doing is more important than knowing. It could be argued then that video games propose a form of instruction that would not only interest the students but has the potential to engage them and aid in improving skills highlighted by this current information-age (Prensky, 2001). The current generation, also referred to as “digital natives” (Prensky, 2001), are the first generation to have never experienced a world without information technology (IT), growing up with social networking, phones that act as a portable computer, and video games (Bourgonjon et al., 2010). It has been suggested that video games promote skills that students will need throughout their academic and professional careers (Watson, Mong &...