Running head: GAMING IN EDUCATION

The Effects of Gaming in Education

Andrew A. Garcia
Waxahachie Global High
December, 2014

GAMING IN EDUCATION

2
Table of Contents

Abstract..3
Introduction....4
What is a Video Game...4
Finding a Solution......5
Motivation ....5
Exposure...6
Figure 1: Crystal Island......6
Gaining Skills...7
STEAM7
Conclusion..8
Figure 2: Minecraft EDU..8
References ..9
Appendix A: NPD Group Survey.....11

GAMING IN EDUCATION

3
Abstract

With the growth of interactive media as a genre of media, an increasing number of people are
beginning to see the potential benefits it may have (Malykhina, 2014). By harnessing students
attention spans, it is possible to focus their energy on an activity just as enjoyable, but more
productive than the typical video game. Although there is theoretical support, the actual data
produces mixed results. Perhaps the games are a distraction and subtract from the task of
retaining information (Schaffhauser, 2013). This research report details the claims that focus on
the benefits, and how those benefits can improve the standard classroom by giving students
motivation, exposing students to complex situations, teaching the students about 21st century
skills, and giving access to the STEAM environment (Arastoopour, 2014). The fields of science,
technology, engineering, and math are increasing, and using games in education can help better
how we teach our future generations (Presidents Council of Advisors on Science and
Technology, 2012).
Keywords: gaming, education, project learning

GAMING IN EDUCATION

4
Introduction

In 2012, the Presidents Council of Advisors on Science and Technology predicted that
for the United States to maintain its technological advances, one million more Science,
Technology, Engineering, and Math (STEM) professions would have to be produced over the
current rate. Back then fewer than 40% of students who had persisted a STEM major would
complete a STEM degree. In order to rectify this low number, the Presidents Council of
Advisors on Science and Technology determined that increasing the retention rate was the fastest
and most affordable solution (Presidents Council of Advisors on Science and Technology,
2012). The problem that plagues education is the rate of retention. Many solutions have been
postulated, but the consensus seems clear: grab the attention of low performing students to drive
their focus to a productive and engaged experience (Malykhina, 2014).
Studies show that there is no shortage of kids willing to play video games (See Appendix
A). In order to utilize childrens attention spans, the focus of the game must be shifted from
entertainment to education without losing the original charm that games provide (Wastiau et al.,
2009).
What is a Video Game?
Before beginning the analysis of using video games in education, the definition of
gaming must be determined. The popular gaming site, Kotaku, relates that video games are
unprecedented in their ability to immerse the viewer in the experience (Dexomega, 2014).
Video games allow the option of altering the storyline of a character. The player has the ability to
choose, which often goes unrecognized in other forms of media. This ability makes video games
unique. By allowing a more interactive experience, kids are more likely to pay attention to
whatever problem they might be facing (Wastiau, Kearney, & Van den Berghe, 2009).

GAMING IN EDUCATION

Children who have not previously performed well in school are much more open to the
idea of gaming because of the motivation (Malykhina, 2014). This definition, however, does not
include the process of gamification. Many people often group gaming and gamification into
the same category, but this insinuation is entirely false. Gamification simply refers to
introducing the mechanics of games rather than using actual games. Involving scoreboards and
achievements may seem to make a topic gaming oriented, but it lacks in the freedom and
creativity a game has (Schaffhauser, 2013).
Finding a Solution
In the original statement by Presidents Council of Advisors on Science and Technology,
it was determined that a boost in retention was essential to the development of future technology.
Their reasoning for the lack of retention was due to the shortage of inspiring courses and
difficulty with math related subjects. Better teaching methods are definitely recommended, but
by narrowing the goal down, a better option can be determined that would engage students and
assist teachers in their classroom involvement (Presidents Council of Advisors on Science and
Technology, 2012).
Motivation
A European study found that by using electronic games as teaching tools in an
elementary environment, students motivation was greater. They found that the pupils
appreciated the tasks that were given due to the approachability of them. They were able to
experience the learning for themselves and become active learning through engagement. They
also gained self-confidence. Those with and without gaming experience could take part in the
experience. By harnessing the use of games, the attention spans of all students are raised and a
greater level of satisfaction is reached. This is not restricted to high or low performing students,

GAMING IN EDUCATION

which illustrates the great benefit that gaming can impose on the future of education (Wastiau et
al., 2009).
Exposure
Many students will never perform surgery or work as a microbiologist until they have
graduated college. This prevents early development of complex ideas and doesnt prepare
children for the real-world problems they will have to be facing. This problem can be solved by
creating simulations in order to reproduce the actions they will be taking if the situation was
actually real. The authenticity, combined with the role playing, can resonate with the student and
enhance the information they retain (Arastoopour, 2014). James Lester, a computer science
professor at the Raleigh-based North Carolina State University, created a game to help kids gain
the problem solving skills needed to excel in the world of microbiology. (See Figure 1). This
simulation involved interviewing different
citizens from an island in order to find the
cause of a disease that was passing from person
to person. A student who participated in the
game said, The game made me like science a
little bit more, because in science sometimes
Figure 1: Crystal Island. A game designed by
North Carolina State University researchers, aims
to teach microbiology concepts to 8th graders.

you have to look through a textbook and thats

not fun, but in a game you actually get to

choose your character and pick out [choices based on] your own interests. In this experiment,
both interest and exposure are shown by kids who would not have had the opportunity elsewhere,
which contributes significantly to the solution for lack of retention (Digital Gaming, 2011).

GAMING IN EDUCATION

21st Century Skills

Technology is growing at an exponential rate. Each year, our innovations become greater
and greater, allowing for more research and a better standard of living. Moores Law states
that the number of transistors on an integrated circuit would double every 2 years due to
transistors getting smaller and smaller (Moore, 1998). Innovations are being made, and we have
to keep up with the times or become left behind in the dust. This also means that as technology
improves, the expertise needed to survive in the future will be entirely different. The tools we are
using to teach kids today may have already been outdated.
In order to keep up with the times, instructors must apply 21st century teaching skills to
prepare students for upcoming technology. By capturing the players attention and involving
them in complex problem solving, games are able to integrate diagnostic feedback directly into
the experience. Problem solving, procedural thinking, and collaboration, which are all skills
needed, are found naturally in games. The allowance of interactivity also contributes to the
cause. It differs from a normal classroom by allowing the child to make their own decisions, for
better or worse. This automatic involvement of future dexterity makes games an excellent choice
for learning and training (McClarty et al., 2012).
STEAM
The STEM (Science, Technology, Engineering, and Math) field is not the only profession
being affected by these developments. STEAM (Science, Technology, Engineering, Art, and
Math) is also increasing the use of video games in education. Adding self-expression allows for
students to experience an environment that they can alter and make a difference in. Watching a
professor go over how a problem is solved is dull and uninteresting, but by adding the power to
control variables allows creativity to be added to solutions (Arastoopour, 2014). A game made

GAMING IN EDUCATION

by Petri Purho, Crayon Physics, demonstrates this concept. This game sets students in a variety
of challenges, given only a crayon to solve them. Although this does not emulate professional
learning exactly, it gives us a backbone to see how it could potentially be implemented. Golnaz
Arastoopour (2014) says, Developing games and simulations that have this STEAM
combination is what is going to create an intelligent, creative, unstoppable new generation of
youth who will tackle our prevailing global problems.
Conclusion
91 percent of kids between the ages of 2 and 17 play
video games (Reisinger, 2011). There is no problem in
getting students to play games. The only problem is making
them learn from the experience (See Figure 2). Gaining
cognitive ability by playing video games is still debated,
and tests provide mixed results. In some studies involving
young children, only knowledge in similar games is gained,
and other skills were left behind (Malykhina, 2014).
However, in some studies, collaboration skills and an

Figure 2: Minecraft EDU. A student

playing Minecraft EDU, an
educational version of the popular
game, Minecraft.

increase in production provide an increase in the skill that

future employers are looking for (Patricia Wastiau et al., 2009).
For now, games will not replace teacher or classrooms, but by harnessing the power of
this untapped potential, we can improve the quality of learning and knowledge (Patricia Wastiau
et al., 2009). Involving new and innovative ways of teaching children will enhance our chances
of reaching the goal of 1 million STEM professions, and over the next 8 years perhaps more jobs
will be created, fueling our need for innovation and creation.

GAMING IN EDUCATION

9
References

Arastoopour, G. (2014). Picking Up Steam: Why the STEAM Games Movement is the Next Big
Thing. IDGA Perspectives Newsletter. Retrieved from
http://newsletter.igda.org/2014/03/01/picking-up-steam-why-the-steam-gamesmovement-is-the-next-big-thing/
Dexomega. (2014). What is a Video Game?. Kinja. Retrieved from http://tay.kotaku.com/whatis-a-video-game-1573864350
Digital Gaming Goes Academic. (2011). Education Week, Vol 30. Retrieved November 4, 2014,
from http://www.edweek.org/ew/articles/2011/03/17/25gaming.h30.html?
tkn=XQDCbAEm%2BOYlXmj8CrgGehhpjbVOReeJEqon
Malykhina, E. (2014). Fact or Fiction?: Video Games Are the Future of Education. Scientific
American. Retrieved from http://www.scientificamerican.com/article/fact-or-fictionvideo-games-are-the-future-of-education
McClarty, K. L., Orr, A., Frey, P. M., Dolan, R. P., Vassileva, V., & McVay, A. (2012). A
Literature Review of Gaming in Education. Retrieved from
http://researchnetwork.pearson.com/wpcontent/uploads/Lit_Review_of_Gaming_in_Education.pdf
Moore, G. E. (1998). Cramming More Components onto Integrated Circuits. Proceedings of the
IEEE, Vol. 86. Retrieved from http://www.cs.utexas.edu/~fussell/courses/cs352h/
papers/moore.pdf

GAMING IN EDUCATION

10

Presidents Council of Advisors on Science and Technology. (2012). Report to the President
Engage to Excel: Producing One Million Additional College Graduates with Degrees in
Science, Technology, Engineering, and Mathematics. Retrieved from
http://www.whitehouse.gov/sites/default/files/microsites/ostp/pcast-engage-to-excelfinal_feb.pdf
Reisinger, D. (2011). 91 percent of kids are gamers, research says. CNET. Retrieved from
http://www.cnet.com/news/91-percent-of-kids-are-gamers-research-says/
Schaffhauser, D. (2013). Will Gaming Save Education, or Just Waste Time?. The Journal.
Retrieved from http://thejournal.com/Articles/2013/09/02/Will-Gaming-Save-Educationor-Just-Waste-Time.aspx?Page=1
Wastiau, P., Kearney, C., & Van den Berghe, W. (2009). How are Digital Games Used in
Schools? European Schoolnet. Retrieved from http://games.eun.org/upload/gissynthesis_report_en.pdf.

GAMING IN EDUCATION

11
Appendix A
NPD Group Survey

The NPD collected information from students in August by conducting surveys from 4,136
children between the ages of 2 and 17. This study has found that 91 percent of kids between 2
and 17 play video games. That is over 64 million people, up 9 percentage points compared to
2009. Kids between 2 and 5 have had the greatest increase, with a 17 percent growth shown. In
August 2011, 44 percent of physical software sales were to young teens, representing a huge
amount of the industry.