Video Games as Learning Tools

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Table of Contents

Introduction
Tools of Ill-Repute
Redeeming the Value of Video Games
Conclusion
Works Cited

Introduction

It does not require the expertise of a social scientist or a psychologist to appreciate the issues surrounding video games. It takes little to understand the source of parental concern with regards to the potential impact of playing the said electronic-based pastime and source of enjoyment for children and adults alike. There are two major issues associated with this type of activity. The first one centers on addiction. The second issue covers the violent nature of popular video games. However, take away the violent themes, and it becomes prudent to develop video games as learning enhancers when it comes to teaching history, language, and mathematics.

Tools of Ill-Repute

Addictive console-based games and those that are played using personal computers and mobile devices lead to a plethora of problems, such as, nonproductive lives, mismanagement of resources, and a score of health issues from injuries to neurologically-related difficulties. For example, in an article published under the Manual Therapy, Posturology & Rehabilitation Journal, a study confirmed injuries caused by repeated use of game consoles. These injuries varied in scope from damage to the user’s patellofemoral ligament to acute tendonitis (Perrier-Melo et al. 8). Nevertheless, the most serious problem related to the said subject matter is the issue of violence.

In a CNN report that was published last year, the author linked games with violent themes to a mass shooting that involved an 18-year old gunman on a murder rampage that destroyed the lives of nine people. According to the said report, the connection was made after the American Academy of Pediatrics warned against the negative impact of this type of game (Scutti). After spearheading a team studying the nature of violence at Iowa State University, Craig Anderson made the assertion that violent video games pave the way for greater manifestations of hostility and anger in children (Park). These are serious issues, but video games are not limited to this type of content.

Redeeming the Value of Video Games

After an overview of the discourse that painted a negative picture of the said electronic-based games and console-type leisure gadgets, it is easy to dismiss the value of these objects and gizmos in modern life. However, it is not prudent to simply dismiss the value of video games on the basis of how certain industries utilized it for profit or to cater to a growing demand for a certain type of activity. If one considers a different approach or a different way of utilizing this type of technology, one will also discover the unlimited capability of video games to enhance the learning process, such as acquiring new knowledge or mastering new skills. Take away themes that revolve around the destruction of lives and property, and one can find an exhilarating new way to enhance the learning potential of 21^st-century students.

There are at least three major ways to redeem the value of video games in the context of the development of cutting-edge learning tools based on the same format that developers use to provide violent content. With the right tools and the right group of motivated personnel, it is possible to modify and re-engineer games and provide better platforms in teaching history, language, and mathematics. Without a doubt, there are other applications that will allow teachers and scientists to share their knowledge regarding different fields of inquiry. However, the three areas of study mentioned earlier are foundational sources of information. One can also argue that teachers all over the world find it difficult to teach math, history, and foreign languages.

With regard to teaching history, one must begin the process by acknowledging the fact that studying the said subject matter requires more than memorizing facts that are found in textbooks and established historical tomes. In the book entitled Gaming the Past: Using Video Games to Teach Secondary History, the author correctly stated that a core component of the said learning activity calls for interpreting facts based on information about the character’s motivation and the context of certain actions (McCall 9). Video games can play a critical role in the said learning process, due to the visual nature of the technology.

In addition, the use of the said platform does not limit the user to only read texts and view static images on the screen. Just like in the current design of popular electronic-based games, developers may incorporate short movies and other narrative devices to enhance the gaming pleasure of the users. It is possible to use the same technique to attract children and teenagers to engage and study more serious content. For example, in studying the U.S.Civil War of the late 19^th century, learning institutions can develop a game that allows the students to explore the battlefields. It is also possible to use different camera angles in the context of making animated movies within the games. In addition, the use of three-dimensional imaging makes the experience immersive, suggesting a greater level of retention and participation as opposed to the bland teaching technique employed in traditional classrooms.

Aside from the availability of three-dimensional imaging technology allowing the use of virtual reality in teaching historical themes and other learning materials, the advantage of using the new format is manifested in the highly-interactive nature of the devices. In the book entitled The Magic of Innovation, the authors described a video game designed to teach students how to speak and write a foreign language (Kuzma et al. 203). In one example, users were given the task to handle the effects of a natural disaster. In this process, new technology provided a more dynamic way of acquiring new information. It is easier to appreciate the impact of allowing students to participate in the learning activity if one gets to observe the inadequacies of conventional learning techniques.

Finally, one of the most exciting areas that require exploration is the use of the said format in teaching mathematics. One can make the argument that studying mathematic principles is difficult not only due to the abstract concepts involved but also on the lack of practical applications. For example, a student may find it extremely boring to learn about cash flow and other financial tools. However, they will surely appreciate the value of these concepts when applied in a role-playing game, making them feel the stress of trying to make a profitable business. In Matthew Lane’s masterful work entitled Power-up: Unlocking the Hidden Mathematics in Video Games, he cited the development of games that require problem-solving skills (10). Combining the possibility of developing games that are heavy on problem-solving requirements and the virtual reality capability of new devices, it is not difficult to create an immersive experience wherein users are able to visualize the advantages or the consequences of applying mathematical concepts.

Conclusion

It is high time to redeem the value of video games. The discourse made earlier proved the importance of video games in learning challenging topics like languages, history, and mathematics. It is prudent to use cutting-edge technology associated with video games to create immersive and interactive environments. It is the best time to improve the learning experience of 21^st century students.

Works Cited

Kuzma, Larisa, et al. “Developing students’ translation competence in the framework of new educational standards.” The Magic of Innovation: New Techniques and Technologies in Teaching Foreign Language, edited by Dmitry Kryachkov, Elena Yastrebova and Olga Kravtsova, Cambridge Scholars Publishing, 2015, pp. 177- 254.

Lane, Matthew. Power-Up: Unlocking the Hidden Mathematics in Video Games. Princeton University Press, 2017.

McCall, Jeremiah. Gaming the Past: Using Video Games to Teach Secondary History. Routledge, 2011.

Park, Alice. “Little by Little, Violent Video Games Make Us More Aggressive.” Time.com. 2014, Web.

Scutti, Susan. “Do Video Games Lead to Violence?” CNN.com, 2016, Web.

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Video Games as Learning Tools

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