1. The Use of Computer and Video Games in the Classroom Heather Rummelein, Lindsey Kuhn, Meghan Avise, Callie Salerno, Leighann Korn Introduction Our group thought that a controversial issue today is the use of computer games in the classroom. This is a teaching tool that is just coming about, and there are many people who feel very strongly about this topic. Through our research, our group found that there are pros and cons to video and computer gaming in the classroom. We found that there are mostly pro’s to using games in education, and teachers have found them as a useful tool. There were several studies that were found regarding the appropriateness of using computer games in the classroom, and that this is a useful tool to employ. We found that the main argument against using video/computer games in the classroom is the fear of children acquiring aggressive behaviors since young children are influenced tremendously by what they see. Another argument against using computer games in the classroom is that students will only see them as fun, and will miss the learning aspect. Some pro’s to using computer games are: They get children interested in sometimes mundane topics. In an article in Edutopia magazine, Kurt Squire, an educator, states “His normally lackluster middle and high school students, who'd failed the course once already, were coming to class armed with strategies to topple colonial dictators” (Shreve, 2005). They can help aid students who do not learn by simple lecture and note-taking. “Games can also be an effective way of reaching students who haven't responded to conventional teaching methods, and they can get gifted students to apply critical-thinking, problem- solving, and other higher-level skills to subjects they already know” (Shreve, 2005). One major con to using computer games in the classroom is: that this is such a new concept that it is underdeveloped as of now. We do not have enough information to make an accurate assessment. According to Jane Healy, an educational psychologist, “we not only haven't figured out how to make ‘intellectually appropriate and challenging and enriching’ games for kids, we also don't yet understand the impact of gaming on kids' minds well enough to recommend this type of learning experience” (as cited in Shreve, 2005). Research Method To further our research on the use of games in the classroom. We created the survey with these two research questions as our guide: 1.Are video/computer games beneficial in education to teachers? 2.How do you use video/computer games In education? The survey was sent to 30 teachers in all grade levels ranging from elementary to college. We received 20 responses. The survey items were as follows: 1.(Yes or No) Do you use video/computer games in the classroom? If no, skip to question 10. 2.(True or False) Your students have displayed negative behaviors as a result of the use of video/computer games in education. 3.(True or False) You have been encouraged to use video/computer games in education. 4.What subjects do you most often use video/computer games in. Mark all that apply. A. Math B. English C. Science D. Social Studies E. Other (please explain)_____ 5.What changes have you seen as a result of participating in video/computer games? A. Rise in test scores B. Decrease in test scores C. No change in test scores D. Mix 6.You have felt support from parents in your decision to use video/computer games in the classroom. A. Always B. Sometimes C. Never 7.When is the most appropriate time to introduce video/computer games to students? A. Elementary School B. Middle School C. High School D. College E. Never 8.In your experience, which teachers most often use video/computer games in the classroom? Mark all that apply. A. Health B. Special Education C. Physical Education D. Art E. Music F. Foreign Language G. General education teachers H. Other (please explain) ___ 9.What benefits or drawbacks have you seen from using video/computer games in the classroom? Explain. 10.In your ideal scenario, how would you use video/computer games in education? Explain. Findings This pie chart displays responses to question one of our survey. The results reveal that more educators are utilizing games in the classroom, with 60% saying yes and 40% responding no. This chart represents the responses to the second question in our survey. 100% of our survey sample believe that their students are not being negatively influenced by the use of games in the classroom. This pie chart depicts results to question four of our survey. It shows that teachers use games most often in math classes. Conclusion Our research has shown that over 75% of the teachers that took our survey have been encouraged by either family, administrators, or community members to use video gaming in the classroom. Approximately 85% of teachers have said that math is the one subject that they most frequently use video games in. In addition, all of the educators in our survey recommended on introducing video games in the elementary levels to enhance their learning and fine motor skills. In their experience, it is most likely for the general education teachers to use video games in the classroom to teach the core subjects of Math, Science, English, Social Studies, and Reading. Usually, these teachers will use games to enhance students academic skills, review classroom materials, or for students to use independently for extra practice, or to provide students an opportunity for extra practice on an individual basis. Video games could make a definite impact in the classroom. References Annetta, L. A., Murray, M. R., Gull Laird, S., Bohr, S. C., & Park, J. C. (2006). Serious Games: Incorporating Video Games in the Classroom. Educause Quarterly, 29(3). Retrieved January 24, 2010, from http://www.educause.edu/http://www.educause.edu/ EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagaz ineVolum/ SeriousGamesIncorporatingVideo/157412 Shreve, J. (2005, April). Let the Games Begin: Entertainment Meets Education. Edutopia. Retrieved January 24, 2010, from http://www.edutopia.org/let-games-http://www.edutopia.org/let-games- begin Simpson, E., & Clem, F. A. (2008). Video Games in the Middle School Classroom. Middle School Journal, 39(4), 4-11. Retrieved January 24, 2010, from http:// www.nmsa.org/Publications/MiddleSchoolJournal/Articles/ March2008/Article1/tabid/1627/Default.aspx Canadian Council on Learning. (2009, November 18). The video game debate: Bad for behaviour, good for learning?. Retrieved January 24, 2010, from http:// www.ccl-cca.ca/CCL/Reports/LessonsInLearning/ LinL20091118VideoGames.htm