Games Based Learning Research

This week we were visited by three educational researchers who had all conducted research into Games Based Learning (GBL). We heard about actual studies which were conducted with children in real classroom settings. It was very interesting to hear the results of the studies as it gave evidence to many of the ideas connected with and talked about GBL.

 David Miller talked about a study conducted using ‘Dr Kawashima’s Brain Training’ on the Nintendo D.S. The aim of the study was to see if playing this game over time would improve children’s numeracy work. The initial study consisted of a class of pupils taking a 100 item number test (100 sums to answer) at the beginning of a nine week period. During the nine weeks, every morning at school the pupils would play ‘Dr Kawashima’s Brain Training’ for twenty minutes as a starter to the day. After the nine week period the class took the same 100 item number test and the results were compared to the previous to see if the game had affected the children’s numeracy skills.

 Overall the pupils Arithmetic improved much more with the game compared to similar classes who did not use the game. So it proved that ‘Dr Kawashima’s Brain Training’ had a positive effect on the children by improving their arithmetic. The Study was then upscaled to see if the game would affect other children in the same way. A randomised controlled trial was used where random schools from all over Scotland were chosen to take part. The results gained from the upscaled study came out similar to the first- the game helped to improve the children’s arithmetic.

 Along with this advantage, using ‘Dr Kawashima’s Brain Training’ in the classroom has many others. For example, using the game would work towards meeting the Principle of Challenge and Enjoyment. The game includes a number of tests which are suited to your own personal ability, these can be repeated to try and better your score. Trying to better themselves would motivate the children and therefore ‘Encourages high aspirations and ambitions for all’ (Scottish Government, 2009, no page). Children often want to be the best in the class so it is very important for them to understand that challenging themselves is equally important.

Although this study did produce a lot of positive results, it did have some implications. One being that ‘Dr Kawashima’s Brain Training’ is a COTS (Comerially off the shelf) game, meaning it hasn’t been written or designed for learning and teaching in the classroom but for entertainment and a profit. This may have caused problems with some teachers and parents who have more traditional views about education but I feel that using a COTS game can be better than a game designed for in the classroom. In my opinion, it makes the game more meaningful for the children as they may recognise it so works towards meeting the Principle of Relevance as it could be a game they have at home or advertised on the television so straight away grabs their attention as it is ‘relevant to their lives’(Scottish Government, 2009, no page). As Prensky (2001) emphasises Games are ‘their world, just as much as cars or the telephone was the world of their parents’ (p.38) we as teachers should use what children are use to in order to engage them in the classroom.

 I found this input really interesting as it provided actual evidence to go along with the theories and ideas I have read about GBL. I feel that studies like these will begin to change the minds of those who doubt GBL. Hopefully GBL will eventually start to play a much larger role in schools in the near future.

Prensky, M. (2001) Digital games based learning. New York: McGraw-Hill Professional

Scottish Government (2009). Curriculum for Excellence: Principles for Curriculum Design. Available: http://www.ltscotland.org.uk/understandingthecurriculum/howisthecurriculumstructured/principles/index.asp [Accessed 17/02/12]