Games in the Classroom and the Academic Effect

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This study aimed to focus on using games in the classroom and the academic effect on the students.  Teachers use different teaching methods and approaches that allow students to be active participants with strong motivation and engagement in their own learning.  Teachers use new approaches and techniques to implement active learning and successful students.  Brunvand and Hill (2019) stated that gamified teaching is a pedagogical strategy that employs gaming principles in the format of assignments and grading.  Games in the classroom have become very popular in recent years.  According to Uz and Gul (2020), “Gamification as a learning strategy has gained popularity in the education context due to its potential to promote motivation and learner engagement” (p. 126).  This topic is crucial because some teachers choose to play games in the classroom while others are against it.  There have been several studies evaluating game based learning  use in varied subjects such as mathematics, science, language, and computer science.  These studies show positive outcomes concerning student motivation and learning effectiveness.

Minerva Garza

About the Author

Teaching 2006 in Elementary (1st, 3rd, and 4th grade). As of 2022, teaching 4th-grade mono & dual language virtual classes at La Joya ISD.

Topics

With the recent increase in technology, there are many games available for classroom use.  Some teachers use them during class instruction, while others assign them to students to use on their own time.  Integrating game-based learning elements in the classroom does not guarantee its effectiveness alone; it depends on how they are implemented (Uz & Gul, 2020).   It entails vital effort and careful planning to combine gaming elements with instructional objectives.  Çeker and Özdamlı (2017) explained that using design knowledge and technologies is needed to be successful.  Allowing gaming in the classroom can provide authentic learning for students in a fun and engaging way.  Brunvand and Hill (2019) mentioned that when students are permitted to engage in playful, educational activities, they are provided the freedom to choose their own pathway through assignments to customize their learning better.  When students choose what they like to do, they are more engaged and academically successful.   Providing students with this opportunity is essential because when teachers increase student engagement, this creates a way to close achievement gaps.

Series on Games in the Classroom

Learn more about Games in the Classroom:

Intro & Summary
Challenges
Benefits
Implementation

Summary

In this literature review, the research topic was using games in the classroom and the academic effect it has on students. This research topic was followed by a literature review divided into three themes: challenges, benefits, and implementation.  The challenges of using game-based learning in the classroom included student motivation, data collection, and teachers’ limited knowledge.  The benefits of using game-based learning in the classroom include the option of embedding assessments, student-created games, and a different approach to learning. Finally, the implementation of games in the classroom included flipped classrooms, online games, and board games.  All three themes supported my literature review research topic.

Vew References

References

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  • An, Y. J., & Cao, L. (2017). The effects of game design experience on teachers’ attitudes and perceptions regarding the use of digital games in the classroom. TechTrends: Linking Research & Practice to Improve Learning, 61(2), 162–170. https://doi.org/10.1007/s11528-016-0122-8
  • Brunvand, S., & Hill, D. (2019). Gamifying your teaching: Guidelines for integrating gameful learning in the classroom. College Teaching, 67(1), 58–69. https://doi.org/10.1080/87567555.2018.1518893
  • Çeker, E., & Özdamlı, F. (2017). What “gamification” is and what it’s not. European Journal of Contemporary Education, 6(2), 221–228. https://doi.org/10.13187/ejced.2017.2.221
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