Section 2: Research Papers and Response Papers to the Course Readings

In this section, please find my Research Paper and two Response Papers.

Can Video Games be Educational?

Jim Nagle

English 230

Yes, they can! Today’s current generation of students has grown up with video games in a way that previous generations have not. Video games such as Fortnite, League of Legends, Overwatch, and Minecraft have become cultural pillars for the current generation of students, with YouTube gamers and Twitch streamers becoming more well known than many musicians and movie stars. While many educators have previously considered video games to be fun time-sinks, and nothing more, recent evidence has shown that video games do in fact have a place in the modern classroom. Video games can be used in the classroom to increase student engagement, and studies have shown that video games can be used to increase student literacy in reading. Further evidence suggests that video games can be beneficial to students learning a foreign language and can also improve students’ attitudes towards, and performance in, mathematics. Studies have also shown that video games can enhance students’ cognitive and metacognitive functioning, and can be implemented in special education classrooms to assist students with learning and developmental disabilities. In many cases, video games offer students a more engaging and dynamic way of learning various subjects; repeated negative experiences with learning a given subject can condition a negative emotional response in students when presented with traditional methods of teaching said subject. By playing a video game to learn a subject, rather than using traditional methods of instruction, students can circumvent pre-conceived negative perceptions of that subject. Of course, this is not to say that video games should completely replace tried and true theories of educational best practice; rather, video games can be a useful supplement to these pre-existing teaching methods. By incorporating video games into their classrooms, educators can ensure that their students learn more effectively, and have fun while doing so. 

The assertion may sound counterintuitive, but video games can actually increase struggling students’ reading literacy levels. The current generation of modern students has grown up with video games as a cultural pillar in their lives, in a way that previous generations of students have not. The heightened presence of video games in modern students’ lives impacts how these students learn, for better or worse, and modern educators must adapt to this in order to teach effectively. In many cases, modern students would rather play a video game than read a book; because, a good video game can tell a compelling story much the same as a good book, while allowing students to see and control what happens to the narrative. In his article “Digital Game-Based Learning Enhances Literacy,” found in the April 2019 edition of Education Digest, Ivan Kaltman explains that digital game-based learning, “an instructional method that incorporates educational content into video games with the goal of engaging learners” (45), can help students increase their reading literacy in much the same way as a good book. According to Kaltman, “In quest-based digital games, such as role-playing games, students must read, understand, and recall information to know what to do and where to go next. This consistently results in close reading” (47). Essentially, students can learn valuable reading skills, in addition to learning about the essential elements of a narrative such as dialogue, conflict, and theme, by playing narrative-based video games. Narrative-based video games are extremely similar to books, and comprehending the narrative of a video game requires the same skills as comprehending the narrative of a novel. Now, this isn’t necessarily to say that narrative-based games should replace reading works of fiction in a traditional classroom setting; rather, reading works of fiction, supplemented with some time playing narrative based games, can help students develop their reading literacy. Students who would rather play video games than read, and subsequently have poor reading literacy, can develop their close reading skills and their understanding of literature and rhetorical elements through playing a narrative-based game. These students can then apply their skills, developed by playing a game, to actual books. In his article “Digital Game-Based Learning Enhances Literacy,” Kaltman cites a study, Digital Games for Learning: A Systematic Review and Meta-Analysis, which found that “digital games were associated with significantly better cognitive competency outcomes, including literacy at 12%, among students relative to the other instruction comparison conditions. Commercial games, referred to as “true games” showed significantly higher outcomes—over 30%” (45).  This study is important, because it lends statistical weight to the assertion that struggling students can use narrative-based video games to practice close reading skills and build their understanding of the rhetorical elements of a narrative; narrative-based video games really can help students improve their reading literacy.

In addition to improving the reading literacy skills of struggling children, video games may also be able to assist students with learning foreign languages. In their 2018 study, “Using Game-Based Learning with Kinect Technology in Foreign Language Education Course,” researchers Erman Yükseltürk, Serhat Altiok, and Zeynep Baser, discovered that Kinect video game technology can improve students’ self-efficacy beliefs and attitudes towards learning English (159). The Kinect is a motion-sensing video game device developed by Microsoft in 2010. The Kinect was initially designed to compete with the Wii console; although, the Kinect was not particularly successful in doing so. Currently, the Kinect is being marketed for other non-video game applications. That being said, Yükseltürk, Altiok, and Baser, discovered an alternate use for Kinect within the world of foreign language education, after realizing that the traditional methods of teaching foreign languages “heavily focus on developing grammar knowledge and reading” (159), but fail to address “other essential skills such as listening, speaking, and writing” (159). In response, the researchers used Kinect technology in the classroom, to develop students’ verbal language skills; listening, speaking, and writing. The researchers found that after using Kinect technology to learn English in a classroom setting, “the students in the experiment group developed positive attitude toward learning English after using Kinect-based games in the classroom” (169). The researchers’ findings suggest that, using Kinect technology to mimic real-world language situations, speaking, listening, writing, etc., in the classroom increased student’s self-esteem regarding learning English. This is because when using Kinect, students were engaging in more authentic language learning situations; this increased the students’ self-esteem by showing the students that they were capable of speaking and listening in a foreign language. In this way, video games provided a learning opportunity for the students that would not have existed otherwise. Without the use of Kinect technology, these students would have focused their studies more heavily on grammar and reading, while neglecting their speaking and listening skills. Speaking and listening skills are crucial to effectively learning a language, and video games can offer students more authentic learning experiences with these skills than traditional classroom methods.

In addition to improving students’ self-esteem surrounding learning a foreign language, research-based evidence also suggests that video games can have the same effect on students who are struggling with learning mathematics. Research conducted by Apostolos Mavridis, Aikaterini Katmada, and Thrasyvoulos Tsiatsos in their 2017 study “Impact of online flexible games on students’ attitude towards mathematics” revealed that “the game approach was effective on improving students’ attitude towards mathematics and that it also resulted in better learning outcomes in the treatment group as compared to that of the control group” (1451). Many students have negative attitudes surrounding mathematics, more so than other school subjects, because of repeated negative experiences with the subject. As a result, student engagement in mathematics classes can be lower than that of other subjects. Thusly, the researchers used a flexible video game to measure whether or not games can be a more engaging and effective instructional tool when teaching mathematics than traditional instructional methods. Using the game they had constructed, Mavridis, Katmada, and Tsiatsos discovered that “students who played the game had significant higher scores on the value, enjoyment and motivation dimensions of the attitude questionnaire” (1465). This is because the video game used by the researchers was considerably more engaging for the students than traditional instructional methods used to teach mathematics. Because the students were more engaged when using the game to learn mathematics, the students subsequently registered higher scores on mathematics assessments. This led to a positive emotional response in the students, which can increase enjoyment of the subject and motivation to succeed on future assessments. Using traditional instructional methods, the students would have likely reported significantly lower engagement; consequently, the students would have been less likely to succeed on mathematics assessments. Assessment failure triggers a negative emotional response in students, which can reinforce previously held negative attitudes towards a subject. By changing the medium in which mathematics lessons are presented to students, Mavridis, Katmada, and Tsiatsos were able to increase student engagement, achievement, and motivation. 

In Chapter 26: Video Games for Entertainment and Education of the 2006 book, Playing Video Games: Motives, Responses, and Consequences, Ute Ritterfeld and Rene Weber explore how video games can influence student’s academic development. While research has found that video games can increase student achievement in traditional classroom subjects such as reading, mathematics, and world language, Ritterfeld and Weber found that “video games can be specifically tailored to enhance cognitive, metacognitive, socio- emotional, or behavioral skills, even addressing various user needs” (404). Video games can enhance cognitive skills such as spatial abilities, linguistic competence, knowledge acquisition, decision making, and problem solving (403). Such skills have been linked to enhanced classroom performance, and enhanced metacognitive abilities. With enhanced metacognition comes an enhanced ability to learn; students who are able to improve their metacognitive abilities learn how to learn faster than students who do not. Video games improve cognitive and metacognitive functioning in students by presenting them with unfamiliar challenges that force students to learn and adapt to in-game situations. This allows students to develop their metacognitive functioning, or “learn how to learn.” Further, video games may be used to assist students with disabilities in the classroom. In addition to several other studies, Ritterfeld and Weber cite a 1997 research study that “successfully implemented computer games in training programs to scaffold communication in children with autism, Down syndrome, mental retardation, cerebral palsy, or pervasive developmental disorder” (403). Ritterfeld and Weber do note that, at times, increased time spent playing video games has been correlated with decreased classroom performance: however, many of the video games correlated with decreased classroom performance were violent (404). This suggests that games containing violent gameplay are not suitable for an educational context.

In summary, video games can be highly effective instructional tools when used to supplement existing instructional methods. Research-based evidence shows that video games can increase struggling students’ reading literacy, and improve students’ attitudes towards, and performance, in foreign languages and mathematics. Further research suggests that video games can improve students’ metacognitive and cognitive functioning, and can be implemented in special education classrooms to assist students with developmental and learning disabilities. Repeated struggles in a given subject can condition negative emotional responses in students towards the subject in question. This can obviate future success in those subjects, because students have already developed pre-conceived expectations of whether or not they will succeed in said subject. Consequently, using the same traditional instructional methods to help struggling students can be ineffective; the student most likely has a conditioned negative emotional response when presented with said instructional methods. To circumvent these mental blocks conditioned in students, video games can serve as a more engaging instructional method to help struggling students succeed. Video games can reframe a subject in a more positive manner for struggling students, and can increase student motivation to learn and succeed in a way that traditional instructional methods cannot. With the understanding that video games can be used in the classroom to supplement traditional instructional methods, comes the understanding that video games will likely never supplant said methods. Rather than establishing a strictly video game-based curriculum, educators should strive to incorporate game-based learning into their daily lessons. In doing so, educators can increase their students’ motivation and engagement, while simultaneously reframing traditionally challenging subjects for struggling students who hold negative perceptions toward those subjects. In today’s modern classroom, video games absolutely have a place as a supplement to existing instructional methods and tools; video games can be educational!

Works Cited

Kaltman, I. (2019). Digital Game-Based Learning Enhances Literacy. Education Digest,84(8), 43-47.

Mavridis, A., Katmada, A., & Tsiatsos, T. (2017). Impact of online flexible games on students' attitude towards mathematics. Educational Technology Research & Development,65(6), 1451-1470.

Ritterfeld, Ute & Weber, R. (2006). Video Games for Entertainment and Education. Playing Video Games: Motives, Responses, and Consequences. 399-413.

Yükseltürk, E., Altiok, S., & Baser, Z. (2018). Using Game-Based Learning with Kinect Technology in Foreign Language Education Course. Journal of Educational Technology & Society,21(3), 159-173.

 Jim Nagle

English 230

Response #2

What Causes “Techno-Panics?”

            Out of the four combined readings and videos we read and watched for this week’s class session, I was struck most by Adam Thierer’s 2009 article, “Against Techno-Panics.” In “Against Techno-Panics,” Thierer defines a techno-panic as “public and political crusades against the use of new media or technologies by the young” (1). Essentially, according to Thierer, a techno-panic is a massive pushback by older generations against new medias and technologies adopted by younger generations. For example, the older generations during the 50’s and 60’s pushed back against rock and roll that was most heavily listened to by the younger generation. This younger generation subsequently became the older generation during the 80’s and 90’s, and pushed back against the media and technologies adopted by their children; in this case, rap music and video games. I can say from personal experience that my parents have experienced techno-panics of their own while raising me. Specifically, my parents pushed back against myself playing video games online and using social media such as Facebook and Snapchat. Reading through the article, and making connections with the content of the article and my own experiences caused me to question what exactly causes techno-panics? Techno-panics are (generally) not a logically thought out and rational response to the adoption of new technology. Given that my parents, and most parents that I know, are fairly logical and rational people, what exactly causes older generations to experience techno-panics?

            Personally, I believe that techno-panics are simply a function of fear. More specifically, a fear of the unknown. It is human nature to fear what we do not know; for example, riding a bicycle is generally scary to most children until they are able to ride said bicycle. Once a child has started riding a bicycle regularly however, that fear dissipates and the child questions why they were ever afraid of the bicycle initially. This is often true for new technologies as well. For the most part, parents only want what is best for their children. Parents want to ensure that their children are happy, healthy, and safe. Naturally, when a child begins to use a technology that a parent has no experience with or knowledge of, the parent will fear for their child’s safety while using the technology, as they do not yet know what the potential dangers of said technology may be, and how to protect their child from these potential dangers. Thierer argues as much in “Against Techno-Panics,” explaining that “When we as parents (or policymakers) do not fully comprehend or appreciate the new-fangled gadget in our kids’ pocket, … we should instead invite them to have a conversation with us about it.” (1). To me, this is the most logical way to avoid the inevitable arguments with a child that will stem from a parent’s techno-panic. If a parent doesn’t understand a given technology that their child is using, and consequently fears said technology, why not ask the child to simply explain the technology?

Works Cited

Thierer, A. (2009). Against Techno-Panics. Inside ALEC.

Jim Nagle

English 230

3/31/19

Reading Response 4

            For the fourth reading response, I decided to respond to Danah Boyd’s “Why parents help their children lie to Facebook about age.” Specifically, I’m interested to see whether my generation will have similar thoughts to the parents surveyed as to why children should have a Facebook account, despite being underage. According to Boyd’s study, no less than 82% of the parents surveyed were aware that their children had created a Facebook account despite being underage at the time of the account’s creation. Of that 82%, 68% of parents surveyed helped their underage child create the account. The parents surveyed, of course, come from a generation that did not grow up with Facebook as a large part of their lives. Still, the vast majority of these parents thought that it was important for their child to have a Facebook account while their child was underage. With this in mind, I wonder whether or not my generation will help our children circumvent Facebook’s age limit at similar rates to the parents surveyed. My generation, unlike the parents surveyed, has grown up with Facebook and other forms of social media as an important part of our social and personal lives. For example, I personally violated Facebook’s terms of service when I initially created my account; I was twelve years old when I created my Facebook account, but listed my birthday as February 22^nd, 1994. Based on this, it stands to reason that my generation will likely sign our children up for Facebook at similar rates to the parents surveyed in “Why parents help their children lie to Facebook about age;” our generation uses social media at a significantly higher rate than our parents, and so may feel that it is important for our children to have an active social media presence. However, I believe that my generation may in fact be more stringent regarding our children’s social media use. I believe this is because of the fact that my generation has grown up with Facebook as a large part of our lives; many of us have experienced the pitfalls and negative aspects of social media at a young age. Because of this, I believe that my generation may look to protect our children from some of the negativity of social media more so than the parents surveyed. Because the parents surveyed in “Why parents help their children lie to Facebook about age” did not grow up with Facebook, they likely had significantly less experience using the site relative to my generation. As a result, the parents surveyed may not have been aware of the potential negativity found on social media. Thusly, these parents may have signed their children up for Facebook thinking that Facebook is completely harmless. While this is purely speculative, I do wonder if my generation’s extensive understanding of Facebook’s positive and negative aspects will impact whether or not we feel that it is important for our underage children to have accounts.