Computer and Video Games In Education Survey Results

1. Computer and Video Games In Education Survey Results Sam Thelemann, KacieVierhuf, CatieLiechtnam, Katie Bosak, Emily Perry Findings References Introduction When referring to computer/video games in education one must think of educational based games, not games consisting of violence, juvenile activities, etc. Computer and video games in education is a very controversial topic. As more technology enters into the world, the more willing teachers seem to be to introduce it into their classroom. Throughout studies already conducted, most students seem to adapt well to the educational use of computer and video games in the classroom. It is a way of learning which they enjoy and are able to understand. From the information we collected we found that the results were 50/50 when asked if they have ever used computer/video games in the classroom. Of the people that do use computer/video games in the classroom the time most used is in the one to two hour range. There were many positive responses regarding the use of computer/video games in the classroom. Most teachers and students feel that as long as the games are beneficial and educational to what the students are learning, then it is a good thing to bring into the classroom. A lot of our multiple choice questions had more negative responses then positive, but with our open ended questions there was more positive feedback versus negative. This graph shows over half of the survey takers never use computer/video games in the classroom. A quarter of these survey takers do use computer/video games one to two hours per week in the classroom. This graph represents question number two in our survey. • Annetta, Leonard A., Bohr, Stephanie C., Murray, Marshall R., Laird, Shelby Gull, Park, John C. “Serious Games: Incorporating Video Games in the Classroom.” Educause Quarterly. Retrieved January 26, 2010, from http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/SeriousGamesIncorporatingVideo/157412 • Facer, Keri. “Computer Games and Learning.” FutureLab. Retrieved January 25, 2010, from http://www.futurelab.org.uk/resources/documents/discussion_papers/Computer_Games_and_Learning_discpaper.pdf • Squire, Kurt. “Changing the Game: What Happens When Video Games Enter the Classroom?” Innovate. Retrieved January 25, 2010, from http://www.innovateonline.info/pdf/vol1_issue6/Changing_the_Game__What_Happens_When_Video_Games_Enter_the_Classroom_.pdf • Baek, Y. K., Ph. D. (2008, December). Cyberpsychology & behavior. In Mary Ann Liebert, Inc. (what hinders teachers in using computer and video games in the classroom? exploring factors inhibiting the uptake of computer and video games). Retrieved January, 2010, from Department of Educational Technology, Korea National University of Education, Chungbuk, Republic of Korea. website: http://www.liebertonline.com/doi/pdf/10.1089/cpb.2008.0127?cookieSet=1 • Squire, K. (2005). Changing the game: What happens when video games enter the classroom? In Innovate. Retrieved January, 2010, from The Fischler School of Education and Human Services at Nova Southeastern University. website: http://www.innovateonline.info/pdf/vol1_issue6/Changing_the_Game__What_Happens_When_Video_Games_Enter_the_Classroom_.pdf • Klopfer, E., Osterweil, S., Groff, J., & Haas, J. (2009). The instructional power of digital games social networks simulations and how teachers can leverage them. In Using the technology of today, in the classroom today. Retrieved from Creative Commons database. website: http://education.mit.edu/papers/GamesSimsSocNets_EdArcade.pdf • Plataforma SINC (2009, February 20). Educational Video Games Effective In Classroom If Certain Criteria Are Met. ScienceDaily. Retrieved January 27, 2010, from http://www.sciencedaily.com­/releases/2009/02/090210134746.htm • Monitor,Huma Yusuf Contributor to The Christian Science. (2008, September 19). Video games start to shape classroom curriculum. Christian Science Monitor, pp. 25. • Koha, N. T. (2009, July 12). Game on at school. Sunday Herald Sun (Australia), pp. 14. • Facer, K. (n.d.). Computer Games and Learning. Futurelab.org.uk. January 26, 2010, from http://www.futurelab.org.uk/resources/documents/discussion_papers/Computer_Games_and_Learning_discpaper.pdf • Gee, J.P. (n.d.). Learning by Design: Good Video Games as Learning Machines. Accademiccolab.org. January 27, 2010, from http://www.academiccolab.org/resources/documents/Game%20Paper.pdf • Kirriemuir, K. (2003). Use of Computer and Video Games in the Classroom. Silversprite.com. January 27, 2010, from http://www.slideshare.net/silversprite/use-of-computer-and-video-games-in-the-classroom • Annetta, L, Murray, M, Laird, S, Bohr, S, & Park, J. (2006). Serious games: incorporating video games in the classroom. EDUCAUSE Quarterly, 29. Retrieved from http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/SeriousGamesIncorporatingVideo/157412 • Hutchison, D. (n.d.). Playing to learn: video games in the classroom. Retrieved from http://www.playingtolearn.org/links.html • Vincent, T. (Designer). (2009). Education and technology quotes. [Web]. Retrieved from http://www.slideshare.net/tonyvincent/education-technology-quotes Conclusion Methods Our group put together a survey based off one main question: Are computer and/or video games in the classroom educationally beneficial to students and/or teachers? We produced ten questions through SurveyMonkey to help us reach our one main answer. The ten questions were: 1. Have you ever used computer/video games in the classroom? a. Yes b. No 2. How many times per week do you use computer/video games in the classroom? a. Never b. 1 – 2 c. 3 – 4 d. 5 + 3. If you use computer/video games in the classroom, what is the education quality of these games? a. Poor b. Fair c. Good d. Excellent e. I don’t use computer/video games in the classroom 4. I enjoy using computer/video games in the classroom. a. True b. False 5. Teacher- What are your top three reasons for using computer/video games in the classroom? Student- What are your top three reasons for liking or disliking computer/video games in the classroom? (Open Ended) 6. I think computer/video games are beneficial in the classroom? True b. False 7. How many hours per week do you use a computer outside of class for educational purposes? 0 b. 1 – 3 c. 4 – 5 d. 6 + 8. How many hours per week do you use a computer for entertainment purposes? 0 b. 1 – 3 c. 4- 5 d. 6+ 9. I feel like I would benefit academically from a class which used computer/video games? Yes b. No 10. How do you feel you learn best in an educational setting (i.e. hands on, visually, written direction, etc.), and why? (Open Ended) After reviewing all of our responses from our survey, we have decided that it would be very hard to come to a conclusion on whether or not computer/video games in the classroom are indeed beneficial. Over one-half of the students which we surveyed said they never use computer/video games in the classroom, and thus made it very difficult for those students to express their feelings on whether or not they felt them educational or useful. In the responses to our open-ended questions, however, most students had very positive comments related to his or her experience with computer or video games and their use in the classrooms. This, of course, would have to be based on previous experience in their earlier years of their education. As with anything, our group and participants feel that if the computer or video games prove to be both educational and This graph again shows over half of the survey takers do not use computer/video games in the classroom. For the survey takers that do, twenty percent say the quality of the games are fair, fifteen percent say poor, and ten percent say good. This graph represents question number three in the survey. useful to the topic in the classroom, computer and video games can be beneficial and worth using; however, our survey participants, when asked to rate the educational quality of the games they have used in the classroom, rated them either ‘poor’ or ‘fair’. As the world becomes more technologically advanced, we can also expect the educational benefits to computer or video games in the classroom have improved since most students have used them. By using an unrepresentative research sample, our results are expected to be somewhat skewed. In order to get a more accurate representation, a group of elementary and middle school students and teachers should be surveyed from different parts of the United States. As students get older (high school, college) computer and video games tend to vanish and be replaced with book-work and other independent learning. While receiving a representative sample of our survey by surveying students from a technological based classroom, we could better understand the beneficial (or negative) aspects to computer and video games as used for educational purposes. This graph shows that over half of the survey takers feel that computer/video games are not beneficial in the classroom. This graph represents question number six in our survey.