Games Based Learning is the key to engaging children in curricular areas varying from mathematics to chosen topics. ‘gaming is hugely popular in the UK with almost 86% of 5-7 years old children and 90% of 8-11 year old children using gaming devices regularly’ Ofcom Report (2011). For games-based learning to become successful it needs to be combined with games and good teaching and learning, for it to be completed at the best standard for the children.
As a learner, I found it difficult at the beginning to understand fully the principle of the game, I then asked questions and this then became more easier to understand. Progressing with the session I then became more confident and a lot more engaged and enthusiastic, but most importantly confident with the resource. After this session, it has encouraged me to download the game and spend more time at home to again grow my confidence so that I am able to portray this to a class.
As an educator, I believe this is a good and reliable resource that can benefits children in the educational sector. As the learning through play has developed from traditional games of hop-scotch, to rubix cubes and now in the 21st century x-boxs and play stations etc. We as influences need to use this technology to our advantage and help children engage in lessons through technology such as Minecraft, Mario Kart etc. Skills that can be developed by playing games can be strategic thinking, planning, communication, application of numbers, negotiating skills, group decision making and data handling skills, this will then benefits the children for the rest of their lives when they are out of a school environment as well as within.
Cirriculum for Excellence in Early level states: ‘I explore software and use what I learn to solve problems and present my ideas, thoughts, or information.’ This would be achieved by starting with Mario Kart and progressing through to Minecraft as they get older and more wiser. First level and second level joint states: ‘As I extend and enhance my knowledge of features of various types of software, including those which help find, organise, manage and access information, I can apply what I learn in different situations.’ By today’s session as a learner I believe I have achieved this as well as my peers by helping one another.
Children and Parents: Media Use and Attitudes, Ofcom (2001)
CFE Technologies: Experiences and Outcomes