Allama iqbal open university
Research
Report
Effectiveness
of games in learning
Abstract:
When students feel dull and do not take interest in learning, Games method is
used in classrooms. It’s important to use interesting games that motivate the
students. In this report we have taught vocabulary to the students of 5th
class through two different games. To check the effect of games on them, we
took post test as feedback after implementation of games. They were interested during games but not in
giving the post test as they felt it burden. But no, doubt games were very
effective for their learning as they got the vocabulary words’ exact concept
what they learnt through games. But games should be interesting.
Introduction:
When education or training feels dull, we
are not being engaged and motivated. In other words, we’re not really learning.
“Learning” doesn’t mean rote memorization—it means acquiring the skills and
thought processes needed to respond appropriately under pressure, in a variety
of situations. We need effective, interactive
experiences that motivate and actively engage us in the learning process. This
is where game-based learning comes in. As it turns out, for many years,
videogame designers have been producing and refining highly motivating learning
environments for their players to enjoy. Within
an effective game-based learning environment, we work toward a goal, choosing
actions and experiencing the consequences of those actions along the way. We
make mistakes in a risk-free setting, and through experimentation, we actively
learn and practice the right way to do things.
The
idea of using games to engage students in the process of active learning is not
new. Over the past several years, educators have been increasingly
incorporating various games into their teaching curriculum in an effort to
create a fun and engaging learning environment for students. Although this can
be very challenging and time consuming, interactive, collaborative and
competitive games tend to motivate and encourage student participation in the
learning process. Over the years, the format for classroom games has changed
drastically. There are many more options that incorporate the use of technology
and interactivity. Quinn and Iverson argued that students “need to be engaged
more and to be put at the centre of the learning experience to change from
‘passive vessel’ to ‘active participant’” (as cited in Pannesse & Carlesi,
2007). In my classroom, I have conducted games with my students as a means to
review previously taught material and to prepare for tests. However, I wonder
sometimes when we play games or do activities if they are grasping the content
of the material in the process. Some students appear to learn more when they
are competing in a game or activity while others seem like they are bored or
possibly distracted. As a whole, the feedback I have received from students
regarding the effectiveness of the games we play has been positive and many
students suggest that we play them more often. Additionally, in a LITERATURE
REVIEW: EFFECTIVENESS OF GAMES IN THE CLASSROOM more general approach is that
“Nearly seventy percent of students learn best actively and visually”
(McLester, 2005). Because of this, I feel that there are many potential
benefits of active learning through games in the classroom.
Literature Review:
Progress in a game is to learn; when we are actively
engaged with a game, our minds are experiencing the pleasure of grappling with
(and coming to understand) a new system. This is true whether the game is
considered “entertainment” (e.g., World of Warcraft) or “serious” (e.g., an
FAA-approved flight simulator).
There
are many explanations as to what defines an “educational game” nowadays. While
some games are competitive in nature, others may simply allow students to work
together as a class to solve a general problem where no one “wins” or “loses.”
In “All Play and No Work,” MacKenty (2006) states that, “it’s the act of
problem solving that makes games so engaging… devoid of challenge or risk of
failure, games really aren’t all that much fun” (p. 46). On the contrary, Tom
Schrand (2008) discusses the powerful capabilities of interactive multimedia
games (or activities) where students work together as a class to categorize
information in charts by moving facts so they rest in the appropriate labeled columns
(p.81). Regardless of the format of the game, students can simultaneously build
their problem solving skills while having fun throughout the process if an
instructional game is well-designed (MacKenty, 2006, Harris, 2009). . According
to Franklin, Peat & Lewis (2003), when students work cooperatively on a
gaming activity, “games foster group cooperation and typically create a high
level of student involvement that makes them useful tools for effective
teaching” (p. 82). Finally, one last concern regarding educational games comes
from a recent case study that focused on teachers adopting educational computer
games. Kebritchi (2010) poses the concern that games are becoming such
innovative learning tools that teachers may conclude that they don’t need to lecture,
and instead they may “rely on the game and use it as a teaching replacement and
not as a supplement” (p. 263). It is important to remember that games are
supplement teaching tools and teachers ultimately need to be actively involved
for them to be truly effective.
Research
Questions:
1.
What role games play to make our teaching effective?
2.
Which type of games is more interesting and effective?
3.
How much students are involving in games based teaching?
4.
What role a teacher can play while implementing games?
Objectives:
Objective
of this research report is to find out the effectiveness of games in teaching
in the light of students’ feedback.
Methodology:
Implementation
of Games method was used to teach the students vocabulary to students.
Population:
Students
of Dar e Arqm School were chosen as population.
Sample
Population:
18
students of 5th Class were selected from the total population of School.
Tool of
research:
Feedback
of students was taken by taking post test.
Procedure:
Students
were first guided about the games which were be implemented on them. Two types
of games were played in the English language classroom. Games were vocabulary
teaching based. One of the previous lessons from their book was selected. This
was about weather.
Game (1): In first game teacher has written a word
“Weather” on the board and students were asked to try to recall this lesson’s
vocabulary and other words come in their mind relevant to this topic. Students
have given round about 19 words. And teacher has written all words on the
board. Every student was asked to give different word (on his turn) from other
student.
Game (2): Second game was also related to first one.
Class was divided in two groups. Teacher has chosen any of word from the list
(of words) written on the board, and has given a clue about that to the first
student of a group and asked him to tick the exact word if he understood. And
when any of students failed to get the word the chance was given to the member
of second group. This way all the words were asked.
Post Test: After playing the games, a test was taken from
the students. That how much did they learn through games. From the list of
words, 5 words (Air, Cool, dirty, hot, light) were given to the students for
making sentences of those words.
Data Collection:
Data
was collected by taking post test of the students. Their feedback was taken in
this way to check the effectiveness of games in their learning process. Tests
are attached with the report.
Data Analysis:
Tests
were checked. Three students were given 100% result. Four students gained 80%,
seven given 60% and rest of four learned only 40%. Tests were checked
grammatically and spelling mistakes were also focused. But if we focus only on
their learning and understanding level of the vocabulary we taught them, that
was more than 70%.
Conclusion:
At
the end it was concluded that during games they were active and involved but
they didn’t feel much interest when they had to ask for test. No doubt, their
feedback showed that they had much better understanding of words they have been
taught through games. So, games are effective in teaching but test must also be
taken in an interesting way.
Suggestions:
1.
Games should be of students’ interest.
2.
They must be played during class time not at the end of class after teaching
them the whole period. As in last 5 to 10 minutes students feel exhausted, so
don’t feel pleasure to be involved in some activity. It’s best to play in start
of the period.
3.
Feedback must also be taken in interesting way and written task should be
avoided.
4.
Students should guide properly before implementing any game.
References:
1. The NPD Group. 2009 Gamer Segmentation Report. . (http://www.gamespot.com/news/6214598.html).
2.
Hagel,
John, and Seely Brown, John. “How World of Warcraft Promotes Innovation.”
BusinessWeek, Jan. 14, 2009.
3. Hays,
Robert T., et al. “Flight Simulator Training Effectiveness: A Meta-Analysis.”
Military Psychology, vol. 4, 1992.
4. Franklin, S., Peat, M.,
& Lewis, A. (2003). Nontraditional interventions to stimulate discussion:
the use of games and puzzles. Journal of Biological Education, 37, 79-84.
5. McLester, S. (2005). Game
Plan. Technology and Learning, 26(3), 18-20, 22, 24, 26
6. MacKenty, B. (2006). All
Play and No Work. School Library Journal, 52, 46-48.
7. Pannese, L. & Carlesi,
M. (2007). Games and learning come together to maximize effectiveness:
8. The challenge of bridging
the gap. British Journal of Educational Technology, 38(3), 438-454.
9. Schrand, T. (2008). Tapping
into Active Intelligences with Interactive Multimedia: A Lowthreshold Classroom
Approach. Collegiate Teaching, 56, 78-84.
10. Harris, C. (2009). Meet the New School Board: Board games are
back – and they’re exactly what your curriculum needs. School Library Journal,
55, 24-26.
Kebritchi, M. (2010).
Factors affecting teachers’ adoption of educational computer games: A case
study. British Journal of Educational Technology, 41, 256-270.
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