Content deleted Content added
+sidebar |
Spicygarbage (talk | contribs) m →In education: it seems like mentioning the date of this study is relevant as usage of games in the classroom is a statistic that is likely to change with time. |
||
Line 56:
Teachers are using games more regularly that focus on a wide variety of objectives, while exposing students to more game genres and devices. There is much more structure, which makes it a lot easier for the teacher, and the students enjoy it. Students have become so fluent with the use of online tools. Learning data can be generated from the use of online games, which allow the teacher to have insight on the knowledge the children have obtained, and what needs improvement; this can then help a teacher with their curriculum and teaching.{{Citation needed|date=January 2021}}
[[File:USMC-110816-M-7621B-001.jpg|thumb|A student uses a Smart Board in class.]]
A nationwide study of 488 K–12 teachers in the United States found that, as of 2013, over half were using digital games in the classroom weekly.<ref>{{Cite web|url=http://gamesandlearning.umich.edu/a-games/key-findings/survey-report/digital-game-use/|title=Digital Game Use: Teachers in the Classroom {{!}} The A-Games Project|website=gamesandlearning.umich.edu|access-date=2016-05-15}}</ref> Most classrooms nowadays have replaced the traditional blackboard for the [[Smart Board]], bringing technology into the classroom. As we move forward into the digital age, most schools provide lessons on computer literacy to ensure students are fluent when it comes to technology. Likewise, the use of well-designed educational video games delivers game based learning that can motivate students to participate more enthusiastically in subjects, including those that are often less popular. It is also noted that educational video games offer more interaction, immediate feedback, to both student and teacher, and more student control.<ref>{{Cite web|url=http://www.apa.org/monitor/2015/04/gaming.aspx|title=Gaming to learn|website=American Psychological Association|access-date=2016-05-15}}</ref> Educational video games that involve aspects of reality, provide students with opportunities to be involved in an interactive environment that they would not ordinarily be allowed to participate in<ref>{{Cite journal|last=Hamlen|first=Karla R.|date=2013-10-01|title=Trends in Children's Video Game Play: Practical but Not Creative Thinking|url=http://jec.sagepub.com/content/49/3/277|journal=Journal of Educational Computing Research|language=en|volume=49|issue=3|pages=277–291|doi=10.2190/EC.49.3.a|s2cid=145555928|issn=0735-6331}}</ref> but from the safety of a classroom.
As video games spread in the 1980s, the educational potential of them was researched. Its findings showed that the visual and motor coordination of game players was better than that of non-players. Initial research also indicated the importance of electronic games for children who proved to have difficulty learning basic subjects and skills.<ref>{{cite book|author=Greenfield, P.M.|year=1985|title=El niño y los medios de communicatión|location=Morata, Madrid|isbn=9788471123022}}</ref> It also found that:
| |||