Video Games-Based Learning

THE PROBLEM AND ITS BACKGROUND

Introduction

It is indisputably acknowledged that we are now part of Generation Z, which means we are living in a digital era. Wherein some students have grown up using devices like mobile phones, computers, video game consoles premeditated for any activities. Hence, technology has become the creator and transmitter of information with continuous speed and wide-ranging audience in today’s living. It dominates most aspects of our lives, overpowering the conduct of normal daily life.

Moreover, the education field is not exempted in the infiltration of technology. Contrariwise, education has always been recognized as one of the most productive innovators of technology, in which it conceivably discover its supreme

al. (1998) mentioning the positive effects of computer games on the students. There are many possible advantages of the use of games-based learning, such as the increased of students’ motivation and engagement.

Games provide information in a relevant context since knowledge is present in authentic context. R. David Lankes (2011) make sense on his study by standing on the theoretical groundwork of Bandura and Vygotsky (1978) which extended to coined the work of Lave and Wenger (1991) on Situated Learning Theory (SLT) by advancing the notion that the majority of learning (cognition) is “situated” in the activity, context, and culture in which it occurs.

More importantly, instructional games are thought to be effective tools for teaching difficult and complex procedures. Charles & McAlister (2004; Holland, Jenkins, & Squire (2002) and Sheffield, (2005) made mentioned that games: (a) used action instead of explanation, (b) create individual motivation and satisfaction, (c) accommodate multiple learning styles and skills, (d) reinforce mastery skills, and (e) provide interactive and decision making

Although interest seems high, there are significant genuine barriers to adoption, which include a lack of resources (time and equipment) as well as a lack of understanding of how to use games. Teachers need resources that are readily available. The field of games-based learning show significant promise for overcoming some of the barriers to effective learning for particular groups of learners or particular learning styles. While some potential users are open to the use of computer games for non-entertainment purposes, others are closed and significant work has to be undertaken to demonstrate the effectiveness (or otherwise) of this approach. There are a number of the key challenges that need to be addressed; Ladley (2010) provides issues with regards to the GBL: (a) Time Constraint. (b) Technical and logistical issues such as the cost, licensing, limitations of school computers, technical support. (c) Lack of teacher skills. (d) Not all learners engage with games and others do not see a link between games and learning. (e) Teacher and parent concerns over the content of some games