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Video Games be used in Education

September 09, 2019

Video Games be used in Education
Video games helped students to identify and attempt to correct their deficiencies. The adaptability of video games, and the control that players have over them motivate and stimulate learning. Technology has already created many new educational tools to help teachers improve learning in the classroom. One method uses video gaming elements to get students more interested and involved in the subjects they learn.
How do we make learning interesting?
Interest, attention and motivation to learn piques when a topic is presented to in an interesting way. No argument there. With that said, video games are a great medium to enhance learning because they engage people by immersing us and getting us to interact with a digital world.  Unlike many video games, the students are not fighting against each other. Instead, classroom games are being used by teachers to present different school subjects. The students can earn points as they pass through different educational levels of the game.
Games are being used in education.

Following the idea of how social interaction online can enhance learning; Bourgonjon and Soetaert explore the social spaces created within video games and especially MMOs. They find that online games create new and unique social spaces not found anywhere else. Both in the game where communities are built around guilds where its members in most cases are helpful to each other both within the game and by creating an environment where they can talk about everything,. But the social space created is not only within the game but also in different internet forums where the players can engage with other liked minded talking about the game in general and about specifics when not playing. These social spaces open up for a new way of learning with could enhance learning in schools, but while games should be taken seriously they also argue for not confusing potential with actual practice.
A map over the social spaces and threads on the internet. 
This leads to the question if the classroom is ready for videogames in general and MMOs in specifics and how they could be implemented. Annette explores both of these areas in here article on games and education, where she shows how educational games generate a positive emotional engagement not found anywhere else within the educational process. She argues that one of the most important things needed for games to succeed is a strong social presence which we can find in all MMO games. 
Type of game
There are many types of activity content: games, puzzles, mazes, play, fantasy/adventure, simulations, and simulation games. Some games require physical skill and strategy, while others are games of chance. Some videogames are board or adventure game, while others involve simulation involving real events or fantasy.
The effect in either situation
Required level and nature of involvement.
The evaluator should assess whether the videogame player is passive or active. In some games, the computer plays the game while the participant watches the results. In computer-moderated games, the computer provides the environment for the game to occur and presents decisions or questions to the player at key points during the game. The computer then reveals the consequences of the decisions made by the player.
Information and rules
Some games allow the player to have a range of knowledge and information about past experiences with the game. Others provide minimal amounts of information to the player. Part of the strategy may involve the player’s response to this lack of information. Rules and player participation in setting rules may vary among games.
conclusion
Videogames have great positive potential in addition to their entertainment value. There has been a considerable success when games are specifically designed to address a specific problem or to teach a certain skill. However, generalizability outside the game-playing situation remains an important research question. What is also clear from the empirical literature is that the negative consequences of playing almost always involve people who were excessive users of videogames. From prevalence studies in this area, there is little evidence of serious acute adverse effects on health from moderate play. Adverse effects are likely to be relatively minor, and temporary, resolving spontaneously with decreased frequency of play, or to affect only a small subgroup of players.

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