Gaming in Class 1

Running Head: GAMING IN CLASS

Gaming in Class: The Application of Video Games in Education

Gaming in Class 2
Introduction
Imagine a student deciding between completing homework and playing videogames.
While the responsible student may choose to finish her assignment, the lure of technological
engagement is within her reach. This temptation has the ability become a distraction to her
traditional school assignments. Video games and education are often thought of in conflict with
each other, both demanding of a developing adolescents attention. However, technology does
not have to be a detriment to learning. Increasingly, school systems are integrating technological
tools in education, such as laptops and smart boards that change the surface level of educational
content delivery. Instead of writing notes, students type notes; instead of teachers lecturing from
a chalk board, they are teaching from a promethean board. The next step in technology
integration is the incorporation of video games in the classroom. Instead of listening to a lecture
on the Revolutionary War, students can live it through historical-fiction action games like
Assassins Creed III.
Video games are not just for entertainment. Nim, one of the first video games, was
created by computer scientists to teach math concepts. Even popular commercial games today
like Portal and Portal 2 involve teaching players skills valued in educational settings such as
problem solving and cooperation. In Portal, players are tasked with escaping a room by using
the portals they generate. Even with this simple game mechanic, solutions might not be apparent
at first and require players to test different methods. Portals creators, Valve, later created the
Teach with Portals initiative that encouraged educators to use the Portal platform and game
mechanics to teach physics concepts like oscillations and terminal velocity. Physics and other
sciences are good candidates for the gamification of their content because of the subjects
required demonstration and skill based learning.

Gaming in Class 3
While video games may not fix all the woes of the current education system, the
inclusion of video games in school system curriculums can meet societies changing technology
culture. The inclusion of such games will allow students to familiarize themselves with 21st
technology that will better prepare students for needed technology based careers. John Dewey,
an educational reformer, said if we teach todays students as we taught yesterdays, we rob them
of tomorrow. With effective design, implementation, and support, video games can greatly
enhance student skills, understanding, and engagement in education. Video games specifically in
science subject areas should be used to better prepare students in the 21st century in using
technology to learn and problem solve.
Psychology of Gaming
Why are students drawn more to video games than school work? The answer lies in the
key word play. Unlike current educational practices, video games foster natural psychological
benefits similar to those received by young children from traditional play. Traditional educators
might argue homework is needed for children to practice all the information they need to know
for the test, but trying to convince a seven year old to complete their addition and subtraction
worksheet instead of playing outside is equivalent to pulling teeth. Even teenagers face this
same choice in completing homework and playing video games.
Integrating video games into education brings play back into learning. The benefits of
play include social experimentation, experiencing alternative consequences from different
actions and gaining problem solving skills (Granic, et al., 2014). In games such as World of
Warcraft, a player can create an avatar and can pick a class that changes her interaction with
other players. For example, if she chooses to play as a supportive class like a healer, effective
communication skills are required in order to keep her team alive in dungeons.

Gaming in Class 4
While video games like World of Warcraft provide practice of implicit skills like
communication, most popular commercial games could not be used in a classroom to teach
explicitly school-related content. There is a need to develop effective educational video games
that are able to capitalize on current commercial games techniques. These games could
incorporate the benefits associated with play such as increased motivation, stress relief and
enhanced creativity within the educational system. Play should not be phased out of education,
but instead embraced through video games.
Motivation
The important experimental nature and decision making involved in video games, which
lead to higher levels of motivation, are often forgotten in traditional educational settings. James
Paul Gee (2007) observed video games enhance a players problem-solving cycle similar to that
in experimental science, and thereby could benefit science education with this natural feature.
Traditional worksheets and assignments rely on rote practice of material with an expected
outcome of completion and understanding. For example, a chemistry worksheet on the different
types of reactions might involve identify twenty reactions and their products. Failure of science
content is seen as a lack of effort or understanding that leads to poor grades and teacher
disapproval. In play scenarios, failure is instead viewed as an experimental outcome that can
lead to learning. In failing a video game, a player can start new with new knowledge of what
strategies do and do not work.
In video games, failure of the main objective can be another fun option of gameplay, like
a child joyously destroying the block tower that took her ten minutes to build. If a student fails
her homework, she might seek to validate her ego on her next assignment. Michou and
colleagues (2014) found this type of motivation decreased students use of effective learning

Gaming in Class 5
strategies and increased their likelihood of cheating. However some games incorporate failure to
keep players motivated. In Guild Wars 2, failure of world events unlocks an alternate event and
another chance for the player to succeed.
While video games with their consequent motivation have rarely been explored outside of
game settings, one study found video games to be beneficial. Venture (2013) used task riddles
and discovered that greater video game use was correlated with persistence of the task even
though it was outside of a video game setting. John Dewey once said the most important
attitude that can be formed is that of desire to go on learning. Students in the current education
system report decreased motivation with each grade level that coincides with their increased
workload (Brewster, et al., 2000). Video games provide this perseverance toward learning
naturally through the incorporation of failure. This differs from school assignments where
student motivation is less likely to be tied to a goal of learning than the goal of achieving a
certain letter grade.
Commercial games thrive because of the motivation of the player, and therefore effective
educational games must also inspire motivation. According to Granic (2014) video games
inspire an incremental theory of intelligence because they provide players concrete, immediate
feedback regarding specific efforts players have made. Games have a reward system in place
that may take the form of in-game currency, achievement badges, or the ability to move on to
new levels and learn more skills. The rewards and challenges with in a game, if balanced, lead to
a zone of proximal development where the most learning occurs (Sweester, et al., 2005).
If an educational game is engaging, time on task and consequent learning will
significantly increase compared to traditional assignments. How to make an engaging
educational game will be discussed in the section entitled Video Game Instructional Design.

Gaming in Class 6
Mental Health
Additional benefits of this experimental learning through play is that it relieves anxiety,
provides an outlet for frustration, leads to lower rates of mental illness among children, and
contributes to higher levels of achievement (Milteer, et al., 2012). In direct opposition to these
benefits are the detriments from traditional assignments and homework. Kouzma (2002) found
that the increased number of hours on traditional homework coincided with increased stress and
mood disturbances in teenagers. This stress stems from the time spent completing the homework
and the involuntary time on task. A goal of an educational video game should be that it
motivates students to play it without needing the assignment to be mandatory. This would
greatly minimize the current consequences of homework.
Diverse Learners
Video games provide educational opportunities for all types of students unlike traditional
assignments that may pose challenges for students with intellectual disabilities. The existing
worksheet method of homework can put children with attention disorders at disadvantage, where
concentration on a menial and rote practice is necessary. On the other hand, video games have
the ability to engage students in ways worksheets cannot, like through visual representations of
concepts and diversified methods of practicing skills. There is evidence that supports the claim
that the playing of video games aids in effective attention allocation and decision making skills
(Granic, et al., 2014).
Video games have the opportunity to benefit the learning of students with intellectual
disabilities. Maria Saridaki and colleagues argue the following:
Within a formal educational context students with Intellectual Disability are often
described as slow learners and cannot easily integrate to the normal curriculum, as a

Gaming in Class 7
result of aforementioned lack of adaptive skills and other low IQ-related handicaps and
special needs. It is exactly these conditions, however, that result in an augmented need
for persons with ID to draw a sense of enjoyment and personal accomplishment from the
educational process (Saridaki, et al., 2009).
Saridaki believes that this enjoyment can be experienced by using video games and trial-anderror learning.
Video games have already been implemented with success to aid students with
intellectual disabilities gain real world skills. Sim City 3000, a city building simulator, and The
Sims, a life simulator, was used in BECTAs Computer Games in Education project to enhance
students with ID educational experience. Their report included the following:
SimCity was used to enable pupils to develop some technical ICT skills such as using
menus and viewpoints, and to be able to read and understand data in various formsThe
Sims was used to encourage understanding of budgeting and gave support to discussions
and exploration of emotional and relationship issues (Warburton, et al., 2009).
The versatility of video games makes them especially useful in meeting the diverse cognitive and
mental needs of students and provide opportunities for learning that are impossible to replicate
with paper and pencil tasks.
Video Game Instructional Design
How does one design, implement, and asses educational video games in order to
maximize the psychological benefits listed in the previous section? Commercial games provide
the basis for the answers to these questions and current studies of educational games have found
what is effective and what is not. An educational game not only should replicate the fun and
motivating play of commercial games, but also should meet educational goals and requirements.
The combination of current educational practices, such as lesson evaluations, with commercial

Gaming in Class 8
game design, would enhance student skills, understanding, and engagement in their own
education.
Commercial Games and Educational Design
Business executive Naveen Jain once said just think of the opportunities we can unlock
by making education as addictive as a video game. Not every commercial game is effective,
but those that are, motivate millions to play. These millions are electing to learn the controls,
strategies, and story of the video game. Imagine a society where the same following, dedication,
and excitement for learning is applied to education.
Some believe that to make a video game educational is to reduce its standing as an actual
video-game meaning losing what makes a game fun. Some companies trying to meet the
need for educational games have not always succeeded in making what members of the gaming
community would call a game. The results of these attempts include games that resemble
drill-practice worksheets that are on a computer instead of paper, such as Math Blaster, Reading
Blaster, and Jump Start. However, other games focused on education and mental improvement
like Brain Age for the Nintendo DS have shown learning games can be fun and have mass
market appeal (Klopfer, et al., 2009).
The difference between successful and unsuccessful educational games lies in the social
and challenge aspects of games. Brain Age includes drill practice of math problems like in Math
Blaster, but was successful in mass market appeal with the players abilities to challenge and
compete with their friends. The success of Brain Age also illustrates the point that video games,
especially educational ones with a limited budget, need not replicate the expensive 3D graphics
or multi-button controllers typically associated with consoles to create a highly engaging
experience (Klopfer, et al., 2009). Educational video games that do not have a story or narrative

Gaming in Class 9
like Brain Age should be designed with social capabilities to maintain students engagement with
the game and learning objective.
In order for a video game to teach educational content, the game must first teach players
to play the game. Educational games must be accessible and have easy to learn controls in order
to teach students complex subjects like math and science. Wainess and colleagues (2011) assert
that video games themselves have less to do with learning outcomes than the instructional
methods and strategies employed by the games. Wainesss compared commercial games to
instructive military games, and found commercial games were better at teach[ing] players how
to play the game thereby reducing the cognitive load of individuals and increasing content
learning (Wainess, et al., 2011).
While both types of games dedicated the same amount of time to teaching game
mechanics, commercial games relied on direct presentation of objects and direct instruction
while military games relied on unguided learning and outside instruction to fully utilize the game
(Wainess, et al., 2011). Educational games should emulate commercial games in their
presentation of game mechanics to increase learning outcomes.
Assessing Effectiveness
Educational games should be assessed similarly to commercial games design cycles after
they are created to ensure learning goals are met and optimized. A study done by Kerr (2012)
explored how to measure an educational games effectiveness similar to how commercial games
go through usability tests. The method they used was a cluster analysis of students strategies on
each level of a game, so they could determine if students [were] thinking about the material as
intended (Kerr, et al., 2011). In order for games to be effective in the classroom, different

Gaming in Class 10
instructional methods must be used and analyzed to better meet educational goals, just as
traditional lesson plans are evaluated.
The design of the game also must be tailored to specific instructional goals. Means
(1994) discussed two categories of games: drill and practice programs and exploratory programs.
Drill programs, like Math Blasters allow students to practice educational skills that is no
different from current homework worksheets. Exploratory games like Portal, however, provide
students opportunities to learn through discovery (Means, et al., 1994). Fazal (1996) found that
exploratory games were ineffective for younger students, while Din (2001) not surprisingly
found drill games provided no extra benefit to student learning compared to traditional practice
methods. Exploratory games provided the most learning gains and conceptual understanding in
older students comparativeld to traditional teaching strategies (Din, et al., 2001). For concepts
that cannot be easily implemented into an exploratory game, drill games like Brain Age with its
social and competitive aspects still provide students more opportunities than worksheets in social
and educational skills.
While some educational games rely on social interaction to motivate players to play,
other effective commercial games use narratives and stories to drive play. Game narratives are
just as important as game mechanics in both commercial and educational games. Bittick (2011)
observed when using a math game with a narrative that a learners flow in the task increased.
Positive psychologist Mihly Cskszentmihlyi describes flow as being completely involved in
an activity for its own sakeyour whole being is involved, and youre using your skills to the
utmost.
However, Bittick (2011) also found narrative[s] can also be polarizing particularly in the
male-dominated realm of video game play. In Bitticks study, a student matched to a gender

Gaming in Class 11
avatar and narative reported more instances of flow and learning gains (Bittick, et al., 2011). The
most effective educational games will be those that consider both gameplay and narrative
elements similar to successful commercial games.
Conclusion
In Jane McGonicals book, Reality Is Broken: Why Games Make Us Better and How
They Can Change the World, she writes a game is an opportunity to focus our energy, with
relentless optimism, at something were good at (or getting better at) and enjoy. Although
current views of the education system trend towards pessimism, open mindedness concerning the
inclusion of video games can only lessen current problems and provide opportunities.
Current research suggests that video games have the opportunity to enhance general
education if design and implementation are matched to the specific learning goals. These
learning goals within adaptive video games can accommodate to a wide variety of learners. Just
as there are difficulty settings on commercial games, educational games can include
accommodations for learners varying between the gifted and the intellectually disabled.
The use of characteristics in financially successful commercial games can be applied to
make engaging educational games. These characteristics include easy to learn controls,
narratives, social aspects, and adaptive challenges. Henry Jenkins once said the worst thing a
kid can say about homework is that it is too hard. The worst thing a kid can say about a game is
its too easy. Video games can create a mental shift in education from students wanting learning
to be easy to students seeking challenges to expand their education. With effective design,
implementation, and support, video games can greatly enhance student skills and conceptual
understanding in educational courses.

Gaming in Class 12
References
Bittick, S. J., & Chung, G. K. (2011). The use of narrative: Gender differences and implications
for motivation and learning in a math game. Los Angeles: CRESST/University of
California.
Brewster, C., & Fager, J. (2000). Increasing student engagement and motivation: From time-ontask to homework. Portland, OR: Northwest Regional Educational Laboratory.
Din, F.S. & Calao, J. (2001). The effects of playing educational video games on kindergarten
achievement. Child Study Journal, 31(2), 95-102.
Eichenbaum, A., Bavelier, D., & Green, C. S. (2014). Video games; play that can do serious
good. American Journal of Play, 7(1).
Fazal, M.B. (1996). Effectiveness and costs of computer-based instruction in higher education
and defense training: A meta-analysis. Dissertation Abstracts International.
Gee, J.P. (2007). What video games have to teach us about learning and literacy. New York:
Palgrave Macmillan.
Granic, I., Lobel, A., & Engels, R. C. (2014). The benefits of playing video games. American
Psychologist, 69(1), 66.
Hejdenberg, A. (2005). The psychology behind games. GamasutraWebsite, April, 26. Chicago
Kerr, D., & Chung, G. K. W. K. (2012). Using cluster analysis to extend usability testing to
instructional content. CRESST Research Report. Los Angeles: The National Center for
Research on Evaluation, Standards, Student Testing (CRESST), Center for Studies in
Education, UCLA.
Klopfer, E., Osterweil, S., & Salen, K. (2009). Moving learning games forward.
Kouzma, N. M., & Kennedy, G. A. (2002). Homework, stress, and mood disturbance in senior

Gaming in Class 13
high school students. Psychological Reports, 91(1), 193-198.
McGonigal, J. (2011). Reality is broken: Why games make us better and how they can change
the world. Penguin.
Means, B. (1994). The Technology and Education Reform: The Reality Behind the Promise. San
Francisco: Jossey-Bass.
Michou, A., Vansteenkiste, M., Mouratidis, A., & Lens, W. (2014). Enriching the hierarchical
model of achievement motivation: Autonomous and controlling reasons underlying
achievement goals. British Journal of Educational Psychology, 84(4), 650-666.
Milteer, Regina M., et al. "The importance of play in promoting healthy child development and
maintaining strong parent-child bond: focus on children in poverty." Pediatrics 129.1
(2012): e204-e213.
Saridaki, M., Gouscos, D., & Meimaris, M. (2009). Digital Games-Based Learning for Students
with Intellectual Disability. Game-Based Learning Advancements for Multi-Sensory
Human Computer Interfaces: Techniques and Effective Practices. Information Science
Reference Publications.
Ventura, M., Shute, V., & Zhao, W. (2013). The relationship between video game use and a
performance-based measure of persistence. Computers & Education, 60(1), 52-58.
Wainess, R., Koenig, A., & Kerr, D. (2011). Aligning instruction and assessment with game and
simulation design (Vol. 780). CRESST Research Report. Los Angeles: The National
Center for Research on Evaluation, Standards, Student Testing (CRESST), Center for
Studies in Education, UCLA. Retrieved from: http://www. cse.ucla.edu/products/reports.
Wainess, R., Kerr, D., & Koenig, A. (2011). Improving the way we design games for learning by
examining how popular video games teach. CRESST Report 798. National Center For

Gaming in Class 14
Research On Evaluation, Standards, and Student Testing (CRESST).
Warburton, S. (2009). Second Life in higher education: Assessing the potential for and the
barriers to deploying virtual worlds in learning and teaching. British Journal of
Educational Technology, 40(3), 414-426.