To think that a toy that was on every child’s Christmas wish list when we were younger is now being incorporated in classroom learning is quite remarkable. Over the course of two weeks we explored games based learning. When I was younger, never would the Nintendo Wii have been incorporated into classroom learning so when Graham told us that we would be using the Nintendo Wii to create fun and interactive activities, it was quite difficult to understand how we would do this.
Studies have shown that games-based learning encourages increased motivation, grabs the learner’s attention, recalls their vast information, reinforces their knowledge and allows stress free and pleasurable play. In the classroom, using games acts as a stimulus and allows games to be taught in a content as well as teaching social skills and creating activities. Theorists Piaget and Vygotsky have emphasised that game play is a very important component to develop cognitive development from birth through childhood (Piaget, J., 1962 and Vygotsky, L. S., 1962).
From a generation where a chalkboard and jotters and pencils were the main classroom essentials, it really is remarkable to research and learn about the different ways that technology can develop a child’s learning, even more when you add gaming into the mix. According to research, games have a number of different qualities that create effective learning environments, including those who play the games are expected to make decisions and problem solve in some of the most difficult scenarios. Gamers are encouraged to take risks and experiment and also to story tell and build characters around these stories. When incorporating gaming into a classroom, pupil’s motivation and engagement becomes stronger than ever (Sandford, R. Williamson, B 2005).
Of course, in today’s society, there is nothing more concerning than online gaming and the ever-growing worry of social media ruining our children’s esteem and taking them to a place out with normality. Therefore, as role models, it is important that we ensure games-based learning has a positive impact on social skills, it supports our children’s learning as well as enhances it and develops their skills. With that being said, Ofcom released a report in 2011 that states how popular gaming is in the UK, with almost 86% of 5-7-year old’s and 90% of 8-11-year-old children using game consoles and devices on a regular basis (Bray, O. 2012).
From these figures, the majority of children will have used Minecraft – a worldwide phenomenon. Minecraft is used as a game but has clear links to developing skills (MagBook 2014). To incorporate this into lessons, I would get the children to create and build houses and towns of their own and link this to the curriculum for excellence, specifically referring to TCH 1-03a and TCH 2-03a but always reminding my pupils of the safety of using the internet and gaming consoles through the outcomes relating to TCH 1-08a and TCH 2-08a.
References
Piaget, J., (1962), Play, dreams and imitation in childhood, W. W. Norton & Company, New York
Vygotsky, L. S., (1962), Thought and Language, Wiley, New York
Sandford, R. Williamson, B. (2005) Games and Learning. A Handbook from FutureLab. [Online] Available at: http://www.educationscotland.gov.uk/Images/futurelabgames_and_learning_tcm4-452087.pdf
Bray, O. (2012) Playful Learning: Computer Games in Education. [Online] https://www.slideshare.net/Microsofteduk/playful-learning-computer-games-in-education [Accessed: 10.3.18]
MagBook (2014) How to Do Everything in Minecraft
