Video games have been found to be more engaging in a classroom environment; instead of providing information over an extended class period, games provide small amounts of information at relevant stages. Playing video games helps students with [[metacognition (which describes the ability to think about your own thinking)]]; strong metacognitive skills have been proven to help with developing academic skills and allows students to learn about their strengths and weaknesses as well as increase their academic performance.<ref>{{Cite journal|last1=de Aguilera|first1=Miguel|last2=Mendiz|first2=Alfonso|date=October 2003|title=Video Games and Education: (Education in the Face of a "Parallel School")|journal=Comput. Entertain.|volume=1|issue=1|pages=1:1–1:10|doi=10.1145/950566.950583|s2cid=2407786|issn=1544-3574}}</ref> Video games that are used as objects of study in classroom can enable students to be skilled rhetorical readers by exposing literature and language from different discourse communities and by encouraging students to practice reading the symbolic structure of inherently consumption-based video games.<ref name="Rutherford 2010 12">{{Cite journal|last=Rutherford|first=Kevin|date=2010|title=PLAYING/WRITING: CONNECTING VIDEO GAMES, LEARNING, AND COMPOSITION|url=https://etd.ohiolink.edu/!etd.send_file?accession=miami1281125116&disposition=inline|journal=Thesis|pages=12|via=etd.ohiolink.edu}}</ref> The use of video games in the classroom is a model that has been used for over a decade, regardless of it not being a widespread idea and procedure in every K-12 classroom.<ref>{{Cite web|title=Gaming as a teaching tool|url=https://penntoday.upenn.edu/news/gaming-teaching-tool|access-date=2020-11-30|website=Penn Today|language=en}}</ref>
