How Skills Learned from Video Games Transfer to the Classroom

    

    Blumberg and Altschuler’s article, “From the Playroom to the Classroom: Children’s Views of Video Game Play and Academic Learning,” seeks to understand how video games impact how and what children learn—more accurately, how gaming skills transfer to academic learning. The authors collected a focus group of boys and girls in urban fourth, fifth, sixth, and grade classrooms who play frequently and infrequently. One of the main goals was to learn how children problem-solved in both video games and the classroom, to compare how similar or dissimilar students’ strategies were. Surprisingly, results were similar in many instances. When in need of help during their games and in an academic setting, children answered that they seek the help of someone (friend, parent, or teacher [in an academic setting]) or that they simply used trial and error—this was actually a large number of students. During video games, especially, children said that they did not read instructions or learn rules, rather, they just try different things until they get the result they’re after.

     As I mentioned, one of the things that this study aims to show is that skills learned while playing video games transfers to the classroom. For example, many studies show that there is an increase or improvement in spatial ability, visual attention, and problem-solving skills (Blumberg & Altschuler, 2011, pp. 200-202).

     While it may harder to incorporate video games into the learning process since teachers would likely have to find video games that fit what they are learning in class, that doesn’t mean that teachers can’t use video games to help with the general skills that were previously listed, such as problem-solving and spatial awareness. While it would be hard for a teacher to create a video game, they could create or find other games that are more closely related to the subjects they are teaching, for example, Kahoot or Jack-in-the-Box games—these aren’t video games, but they are digital games, so the skills may still transfer. This may be especially beneficial, since many of the children in this study reported that they feel their games are higher stakes than classroom, since there are greater penalties for losing in a game, but also greater rewards for winning the game. If teachers are able to incorporate more games into their lessons, students may treat those activities with as much gravity as their video games, because they would feel the stakes are higher, whether they win or lose.

Educational Interest: Videogames continued . . .

For this week’s blog post, I wanted to actually find a “classroom” videogame. Apparently, Minecraft (I’m not familiar with it, but I’ve heard the name, so I know it’s well known) has an educational series called “Minecraft: Education Edition.” I looked into it, and apparently, there is a chemistry themed version that allows student to do things like use elements to create compounds that can be used to help them during the game. There’s also an aquatic version of Minecraft that lets students explore the underwater biome. I thought this was really cool and I was surprised to find out this popular game had educational versions. I am not a video game person at all. I don’t know anything about them. So to me, this was like hearing there was an educational “Grand Theft Auto.” Very cool.

 

References

Blumberg, Fran C., and Elizabeth Altschuler. “From the playroom

to the classroom: Children’s views of video game play and academic learning.” Child Development Perspectives, vol. 5, no. 2, 10 May 2011, pp. 99–103, https://doi.org/10.1111/j.1750-8606.2011.00163.x.

 

Immersive Technology in the Classroom

 

     Interdisciplinary Journal of Practice, Theory, and Applied Research published “Cultivating Positive Classroom Environments: Exploring the Efficacy of Immersive Technologies in Removing Barriers to Learning Among Primary School Students” in March 2024. The article largely focuses on how technology in the classroom helps students with autism, and mentions how “nearly three-quarters of autistic children diagnosed [have] a co-occurring condition,”—conditions that “have a detrimental impact on the overall learning environment”—especially in mainstream classrooms (Molloy and Farrell). The article gives examples that include “hyperactivity and attention issues, deficits in executive functioning, difficulties in social communication, self-injurious behaviors, stereotypical behaviors, and heightened emotional sensitivity, along with co-morbid anxiety disorders” (Molloy and Farrell). In order to reduce these behaviors, or the intensity of them, a study was conducted to determine whether immersive technology, in particular, would aid  in these students’ classroom experience.

     The journal describes immersive technology as new ways of interacting with content and experiences. The examples they give are Augmented Reality (AR), Mixed Reality (MR), and Virtual Reality (VR)—the last one being the only I had previously heard of. The Journal offers many in depth explanations as to why these kinds of technologies are so beneficial to students. To name a few of these benefits, students’ “ability to engage in tasks without the fear of failure, coupled with previous successes, significantly contributed to improving students’ self-efficacy,” “self-directed” learning led to confidence in their competence, more avenues for creativity, more ways for students to work independently—alleviating some pressures they face in normal classrooms, and so on (Molloy and Farrell). The article is really quite extensive on the benefits of immersive technology in the classroom.

     The article did have disclaimers though, noting in particular, that the sample size of students observed was small, and that the findings did not measure the long term behaviors of students while using immersive technology. It was noted that in the future, more students should be observed, and for longer periods of time to make sure the changed behavior isn’t in large part due to the “novelty” of the technology (Molloy and Farrell).

     As an English major, it’s not uncommon for folks in my field to be. . . hesitant with technology. We joke that we need to feel pages in our hands, and the smell of books is part of the experience, and so on. Many of my professors have discouraged or even banned the use of technology in classrooms—even for notetaking. So, it’s definitely something I’m not super accustomed to using in the classroom. I think I may always have a hesitancy to jump all in, and I admit, a big part is really the romanticization of a slower and simpler life. On the other hand, I do have a real concern about the limitlessness of technology. I do read articles about bullying and even virtual sexual assaults in some of these virtual worlds (maybe it’s more in the video game arena?) but I would just want to make sure everything was able to be closely monitored to make sure the technology was being used for educational, artistic, or even for friendly gaming purposes only. But as a future educator, I understand that there are cases especially where students will simply have more specific needs to be able to flourish, whereas other students may be fine in a more “traditional” classroom. I would never want to hinder a students’ success because I was unwilling to incorporate something like immersive technology in my classroom.

 

 

Educational interest to me . . .

Let’s just stick with this week’s article topic—immersive technology. I didn’t really grow up with computers or even internet at times, but my friends were obsessed with an online game called “Sims” (I believe). So, that was the virtual reality knowledge I’ve always had. So, it is interesting to look at this through an educational lens. A platform the article mentioned is called “CoSpaces Edu,” which sounds like it would be a fun experience for students. Apparently, students can present their learning experiences in 3D form with this platform, and even add audio and movement to their creations. It offers lessons on the core curricular areas, but also teaches students skills like coding. All very interesting.

 

Works Cited

Molloy, Ciara, and Rachel Farrell. “Cultivating Positive

Classroom Environments: Exploring the Efficacy of Immersive Technologies in Removing Barriers to Learning Among Primary School Students.” Computers in the Schools: Interdisciplinary Journal of Practice, Theory, and Applied Research, 18 Mar. 2024, pp. 1–29, https://doi.org/10.1080/07380569.2024.2325441.