Effects of Computer Games to the Academic Performance of the Students

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LITERATURE REVIEW: EFFECTIVENESS OF GAMING IN THE CLASSROOM

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Running head: LITERATURE REVIEW: EFFECTIVENESS OF GAMING IN THE CLASSROOM

Literature Review: Effectiveness of Gaming in the Classroom Karen A. Milczynski Michigan State University

LITERATURE REVIEW: EFFECTIVENESS OF GAMING IN THE CLASSROOM

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Introduction The idea of using games to engage students in the process of active learning is not new. Over the past several years, educators have been increasingly incorporating various games into their teaching curriculum in an effort to create a fun and engaging learning environment for students. Although this can be very challenging and time consuming, interactive, collaborative and competitive games tend to motivate and encourage student participation in the learning process. Over the years, the format for classroom games has changed drastically. There are many more options that incorporate the use of technology and interactivity. Quinn and Iverson argued that students “need to be engaged more and to be put at the centre of the learning experience to change from ‘passive vessel’ to ‘active participant’” (as cited in Pannesse & Carlesi, 2007). In my classroom, I have conducted several games with my students as a means to review previously taught material and to prepare for tests. I have noticed that most of my students tend to enjoy hands-on activities in my courses; however, I wonder sometimes when we play games or do activities if they are grasping the content of the material in the process. Some students appear to learn more when they are competing in a game or activity while others seem like they are bored or possibly distracted. As a whole, the feedback I have received from students regarding the benefits of the review games we play has been positive and many students suggest that we play them more often. Although I try to listen to my students’ feedback, I am reluctant to play review games more often because I have yet to document

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