The Effect of Video Games on Students’ Education

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VIDEO GAMES ON STUDENTS’ EDUCATION

TheEffect of Video Games on Students’ Education

TheEffect of Video Games on Students’ Education

Sofar, video games have raised endless debates among scholars andexperts on their effects to students’ education and achievement. Asa result, there have been intensive studies to understand impacts ofvideo games on students’ education and social behaviors. Somescholars associate video games with positive impacts on students’cognitive growth and development (Hastings, Karas, Winsler, Way,Madigan, Tyler, 2013). However, critics affirm that video games haveregrettable impacts on students’ development and learningprocesses. Ideally, video games have become a common activity in thecontemporary society (Gunter, 2015). Video games have social,economic, and psychological impacts on the children and the entiresociety. Video games also change the manner in which young peopleperceive emerging and current issues (Cummings&amp Vandewater, 2017).Therefore, the analysis of benefits and pitfalls of video games onstudents’ education will facilitate the formulation of reliablestrategies to address their emerging cognitive threats andstrengthening potential benefits.

PositiveImpacts

Proponentsof the video games indicate that the development advance students’ability to access productive software. As a result, students who havethe ability to use presentation and processing programs can attainhigher grades as compared to learners who have limited information onthe use of emerging software (Ali,2016).Studies also affirm, “Thehighest achieving students spend a notable amount of their time incomputer”(Carpineti,2015).Besides, some learning institutions have introduced games forlearning purposes. The objective of the video games for education isto advance students’ learning and thinking capacities. In mostinstances, digital games help students to develop productive learningand play skills through developing micro-worlds. Therefore, videogames help to integrate cognitive science with good learningprinciples.

Videogames also help to teach and advance ethic values (Gilan,Reshadat, &amp Ghasemi, 2013).Virtue ethics include player-centric learning that facilitates activelearning and participation in classroom activities. Experts also linkvideo games with students’ ability to formulate integrative meansto solve emerging academic issues in a logic and realistic manner(Liang,Zhou, Yuan, Shao, &amp Bian, 2016).Games such as Cut the Rope, Incredible Machine advance students’ability to solve mathematics problems (Abedini,Zamani, Kheradmand, &amp Rajabizadeh, 2012).Therefore, video games help students to have quick thinking abilityand capacity to make fast analysis and decisions. In most instances,video games require quick thinking and reasoning (Desseilles,2016).Besides, quick reasoning improves students’ ability to apprehendnew issues and topics. Therefore, video games are effective trainingtools on students’ analysis and decision-making competencies (Li,Zhang, Lu, Zhang, &amp Wang, 2014).

Multitaskingis also an essential aspect that improves students’ learningability. Studies in the United States indicate, “Students’ability to multitask advances their capacity to track changingvariables in dealing with multiple objectives”(Raise Smart Kid, 2016). Furthermore, proponents of video gamesindicate that games improve students’ spatial skills, fine motors,and hand-eye coordination. Video games ensure that students and otherplayers engage in multiple activities to win a game. As a result,players need to coordinate their reaction and brains in a systemicmanner. Games also ensure that learners acquire iconic, visual, andspatial ability. The acquired skills ensure that learners have theability to solve complicated mathematic problems with limitedchallenges (Zamani,Chashmi, &amp Hedayati, 2013).

NegativeImpacts

Criticsindicate that video games have negative implications on students’behaviors. Studies indicate that video games encourage students toengage in violent activities. The engagement in violent activitiesundermines students’ ability to advance their academic progress andperformance (Anderson, Gentile &amp Buckley, 017). Furthermore,violent activities affect the relationship between students andtrainers that undermine the learning process. Students whoparticipate in violent games also develop aggressive thoughts,behaviors, and feeling (Sittler,2015).Therefore, video games undermine students’ ability to behaveempathetically and in a logical and organized manner (Lieberoth,Wellnitz, &amp Aagaard, 2015).

Socialinteraction also improves students’ learning skills. However, inmost instances, video games isolate students from social activitiesand practices. Students spend relatively limited time in otheractivities such as sports, reading, interacting with family membersand homework (Concepcion,Nales-Torres, &amp Rodriguez-Zubiaurre, 2016).Besides, students lack the ability to replace their offlineactivities with online operations. Therefore, most of the studentswho use most of the times in games do not have the ability to linkacademic issues with real life situations.

Furthermore,effective and morally right values shape and define students’learning activities. However, in most instances, video games do nottrain student morally right values (Barlett, Anderson, &amp Swing,2012). Video games reward aggression and violent behaviors. Besides,video games do not encourage negotiations and non-violent solutionsto emerging academic challenges. Therefore, video games help studentsto confuse between fantasy and reality (Riopel,Potvin, Boucher-Genesse, &amp Allaire-Duquette, 2016).

Videogames also have addictive aspects. Consequently, students spend mostof their learning time in video games. Studies indicate that the hugeamount of time spend in gaming affects students’ ability to focusand concentrate on academic activities (Sax, 2016). Furthermore,students who spend most of their times in games are associated withindiscipline cases such as failure to complete homework (Weis&amp Cerankosky, 2014).

Conclusion

Therefore,empirical data indicate that video games have regrettable andencouraging impacts on students’ education. Video games supportstudents’ cognitive growth and development. However, thedevelopment has regrettable impacts on students’ psychologicaldevelopment and behaviors. Consequently, parents and teachers need toconsider limiting children’s video games. Experts also need toidentify video games that have positive impacts on students’learning skills. The formulation of reliable policies to regulatevideo games among students can also advance their learning ability.

References

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AliKheradmand, M. D.(2016) Impacts of Mothers’ Occupation Status andParenting Styles on Levels of Self-Control, Addiction to ComputerGames, and Educational Progress of Adolescents. Addictionand Health.21, (4),463-70

Anderson,C. A., Gentile, D. A., &amp Buckley, K. E. (2017). Violentvideo game effects on children and adolescents: Theory, research,and public policy.Oxford: Oxford University Press.

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Concepcion,L., Nales-Torres, M., &amp Rodriguez-Zubiaurre, A. (2016). TheRelationship between Videogame Use, Deviant Behavior, and AcademicAchievement among a Nationally Representative Sample of High SchoolSeniors in the United States. AmericanJournal of Educational Research,4(16),1157-1163.

CummingsHM &amp Vandewater EA. (2017). Relation of Adolescent Video GamePlay to Time Spent in Other Activities. ArchPediatr Adolesc Med.161, (7),684-689

Desseilles,M. (2016). Perspectives on Games, computers, and Mental Health:Questions about Paradoxes, evidences, and challenges. Frontiersin Psychiatry,7.(3), 164-171.

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Gunter,B. (2015). Theeffects of video games on children: The myth unmasked. Sheffield, England: Sheffield Academic Press.

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