Discussing Video Games’ Potential to Improve Memory, Critical-Thinking and Reading Skills in Adolescents Students
Pedro Hernandez IV y Diego Gonzalez
RESULTS:
In the article, “Video Games in Education: Why they should be Used and How they are Being Used,” Annetta (2008) explains that video games allow gamers to express themselves as individuals through the roles of the game. Gamers think critically about the simulation of the game while at the same time gaining knowledge through the environment of the game, players could solve problems through trial and error and gain expertise in problem-solving and other things. Annette’s article shows that video games can help adolescent students improve critical thinking skills. In the article, “The Effects of Video Games Playing on Attention, Memory, and Executive Control,” Boot, Kramer, Simons, Fabiani, & Gratton (2008) investigate the difference between expert gamers and non-gamers in attention, memory, and executive control. They found that these groups differed in basic cognitive skills. Expert gamers can track small in the game’s structure more quickly than non-gamers. They can switch from one mission to another more easily, and they can mentally rotate objects more efficiently. Boot et al. prove that video games can help adolescent students improve their memory, critical thinking, and problem solving skills. In “Alternate Reality Games as Learning Environments for Student Induction. Interactive Learning Environments,” Whitton, Jones, Wilson, and Whitton (2011) discuss how they used Alternate Reality Games (ARGs) in a project that ran from April 2008 to March 2009. They found that ARGs help improve students’ education because they learned appropriate design and implementation of alternative reality games. When students played ARGs, they went through a series of puzzles and challenges, which supported their learning and also helped them build social skills. Whitton et.al’s research supports that video games improve students’ reading skills and math skills.
CONCLUSIONS:
The research examined showed that video games make a positive impact on adolescent students’ education by improving memory, critical-thinking, problem solving, and reading skills. Although some may argue that video games are addictive, research shows that video game addiction could be beneficial to gamers who learn best using technology. For example, dyslexic adolescents benefit from video games because they provide audio and visual stimulation. Others may argue that video games prevent adolescents from being social; however, studies show that video games boost sociability. For instance, Game of War and Minecraft encourage gamers to work as a team. Many also argue that video games encourage violent behavior in adolescents, yet only games that are rated M are the ones used in these studies.
DISCUSSION:
This research showed that video games can help adolescent students with their education by improving their memory and critical thinking skills. Future research will include evaluating specific games to determine what areas they help develop. From this research, a website will be created to help parents choose video games that will help their adolescent children develop specific skills, such as memory, reading, critical thinking, and social interaction.
REFERENCES
1. Boot, Kramer, Simons, Fabiani, & Gratton (2008). The effects of video games playing on attention, memory, and executive control. Acta Psychologica, 129(3), 387-398.
2. Park, J. C. (2006). Serious games: Incorporating video games in the classroom. Educause Quarterly, 29(3), 16-22.
3. Whitton, N., Jones, R., Wilson, S., & Whitton, P. (2011, April 24). Alternate reality games as learning environments for student induction.
Interactive Learning Environments, 2(3), 242-255.