Game Concepts

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730

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Psychology

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Feb 20, 2024

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GAME CONCEPTS 1 Game Concepts

GAME CONCEPTS 2 Game Concepts Gaming is a leisure activity that usually occurs when individuals play videos through various gadgets such as computers or mobile phones. The most popular form of gaming I am familiar with is video games which have seemingly gained popularity over the years, due to the numerous associated positive and negative effects. Von der Heiden et al. (2019) argue that “playing video games excessively should be appealing to individuals with poor psychological functioning because games allow people to avoid their everyday problems and instead immerse themselves in another environment” (2). I often wonder if the classroom is becoming more about entertainment of the like considering students’ attention spans seem to prefer the dynamics of gaming. Yes, Won der Heiden et al. (2019) views video game in excess as a problem, but what are educators to do when they are constantly competing with educational games (Stiller & Schworm, 2019). On the other hand, game-based learning is an instructional process that involves the use of games in educational settings primarily to steer the achievement of learning goals and objectives. Although games in the learning centers may also be used to entertain learners, educational games are designed to educate students and foster the understanding of subject concepts. According to Stiller & Schworm (2019), educational games can be categorized under two paradigms: modus and the type of media. Modus defines whether the game should be played by a single learner or many learners. Nonetheless, the media describes the devices used which could be in the form of mobile or computer devices. Therefore, game-based learning offers an opportunity for learner engagement and may be used to differentiate instruction and target a specific cohort of students with learning difficulties.

GAME CONCEPTS 3 Gamification does enable educators to use game elements in contexts that are not originally created to support games. Welbers et al. (2019) describe gamification as the process of “using game-based mechanics, aesthetics and game thinking to engage people, motivate action, promote learning, and solve problems” (94). Although gamification and game-based learning may purpose to achieve the same objectives, they are two distinct processes. Game-based learning enables teachers to use actual games to support learning while gamification provides an opportunity for teachers to use game design elements in contexts that may be identified as non- game environments.

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GAME CONCEPTS 4 References Stiller, K. D., & Schworm, S. (2019, March). Game-based learning of the structure and functioning of body cells in a foreign language: effects on motivation, cognitive load, and performance. In Frontiers in Education (Vol. 4, p. 18). Frontiers. Von der Heiden, J. M., Braun, B., Müller, K. W., & Egloff, B. (2019). The association between video gaming and psychological functioning. Frontiers in Psychology , 1731. Welbers, K., Konijn, E. A., Burgers, C., De Vaate, A. B., Eden, A., & Brugman, B. C. (2019). Gamification as a tool for engaging student learning: A field experiment with a gamified app. E-Learning and Digital Media , 16 (2), 92-109.

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