Advertisement

Mobile Digital Games as an Educational Tool in K-12 Schools

  • Helen CromptonEmail author
  • Yi-Ching Lin
  • Diane Burke
  • Alana Block
Chapter
Part of the Perspectives on Rethinking and Reforming Education book series (PRRE)

Abstract

Games are one of the most elemental and basic of human activities that interest people of all ages. Mobile digital games can be used as a beneficial educational tool to enhance teaching, promote student learning, achievement, growth, and development as well as to cultivate students’ twenty-first century skills. The aim of this chapter is to discuss how educators can use digital gaming as an instructional tool in their classroom, regardless of age level or subject area, and thus transform their students into active participants and increase their student achievement levels. This paper examines core aspects of digital gaming, the benefits of digital gaming as well as its limitations such as the challenge of determining the appropriate technology to align with pedagogy and age level. Suggestions are offered as to how the issues can be addressed and concluded with implications for future study.

Keywords

Game-based learning Digital games Mobile digital games Technological games Digital gaming Educational tools 

Notes

Glossary

Twenty-first century skills

a series of higher-order thinking skills which have been identified in many disciplines including schools and workplace to succeed in twenty-first century.

Constructivist theory of education

it connects educational content with computer or mobile digital games which can be used in almost all subjects and skill levels.

Controller interface

mouse, joysticks, or keyboards.

Cooperative gaming

a game provides interaction with other learners to solve problems together.

Error–feedback reconstruction

learners’ knowledge is built through continuous error and correct feedback during the learning process.

Intrinsic motivation

self-desire to seek out and gain new knowledge.

Mental quickness

the cognitive speed of processing information.

Meta-reflection

higher-level cognition or problem-solving skills.

Multi-sensory

vision, audition, touch, smell, taste, etc., all work together.

Mobile digital games

digital games such as video games implemented in a mobile interface.

Strategic reflective questions or scaffolding reflection

The questions could facilitate learners to reflect their learning. For example, “what is the most important aspect about mathematics you learned from this game? What strategy did they use to help you to play this game? What was tricky about this game? Can you connect the math that you learned in this game to something you learned in class? How is this knowledge useful outside the classroom? What was the most fun thing about the game? How did you feel when you played the game? What were your strengths when playing the game? What advice would you give to someone to play the game in the future?”

Virtual world

a computer-based simulated environment allows learners to learn and solve problem as in a real-world setting.

References

  1. Abramovich, S. (2010). Topics in mathematics for elementary teachers: A technology-enhanced experiential approach. Charlotte, NC: Information Age Publishing, Inc.Google Scholar
  2. Angelone, L. (2010). Commercial video games in the science classroom. Science Scope, 33(6), 45–50. Retrieved from http://www.jstor.org.proxy.lib.odu.edu/stable/43183981.
  3. Annetta, L. (2008). Video games in education: Why they should be used and how they are being used. Theory into Practice, 47(3), 229–239. Retrieved from http://www.jstor.org/stable/40071547?seq=1#page_scan_tab_contents.
  4. Bysshe, S., & Gould, C. (1975). The use of games in the teaching of history. Teaching History, 4(14), 132–137. Retrieved from http://www.jstor.org.proxy.lib.odu.edu/stable/43253255.
  5. Chen, C. H., Wang, K. C., & Lin, Y. H. (2015). The comparison of solitary and collaborative modes of game-based learning on students’ science learning and motivation. Educational Technology & Society, 18(2), 237–248. Retrieved from http://www.jstor.org.proxy.lib.odu.edu/stable/jeductechsoci.18.2.237.
  6. Christesen, P., & Machado, D. (2010). Video games and classical antiquity. The Classical World, 104(1), 107–110. Retrieved from http://www.jstor.org.proxy.lib.odu.edu/stable/25799974.
  7. Clark, D. B., Tanner-Smith, E. E., & Killingsworth, S. S. (2016). Digital games, design, and learning: A systematic review and meta-analysis. Review of Educational Research, 86(1), 79–122.CrossRefGoogle Scholar
  8. Coffey, H. (2009). Digital game-based learning. Retrieved from http://www.learnnc.org/lp/pages/4970.
  9. Deubel, P. (2006). Game on! Now educators can translate their students’ love of video games into the use of a valuable, multifaceted learning tool. The Journal (Technological Horizons in Education), 33(6), 30–35.Google Scholar
  10. Drew, B., & Waters, J. (1986). Video games: Utilization of a novel strategy to improve perceptual motor skills and cognitive functioning in the non-institutionalized elderly. Cognitive Rehabilitation, 4(2), 26–31.Google Scholar
  11. Frasca, G. (2004). Videogames of the oppressed: Critical thinking, education, tolerance, and other trivial issues. In P. Harrigan & N. Wardrip-Fruin (Eds.), First person: New media as story, performance, and game (pp. 85–94). Cambridge, MA: MIT Press.Google Scholar
  12. Gee, J. P. (2003). What video games have to teach us about learning and literacy. Computers in Entertainment (CIE), 1(1), 20–20.Google Scholar
  13. Grove, T., & Schaller, D. (2007). HISTORY BYTES: Playing games with history. History News, 62(3), 5–6. Retrieved from http://www.jstor.org.proxy.lib.odu.edu/stable/42654131.
  14. Griffiths, M. (2002). The educational benefits of videogames. Education and Health, 20(3), 47–51.Google Scholar
  15. Kim, S. H., Mims, C., & Holmes, K. P. (2006). An introduction to current trends and benefits of mobile wireless technology use in higher education. AACE Journal, 14(1), 77–100.Google Scholar
  16. McCall, J. (2012). Navigating the Problem Space: The medium of simulation games in the teaching of history. The History Teacher, 46(1), 9–28. Retrieved from http://www.jstor.org.proxy.lib.odu.edu/stable/43264070.
  17. Otero De Juan, N., & Garcia Laborda, J. (2013). Digital games in language learning and teaching. Journal of Educational Technology & Society, 16(4), 290–292. Retrieved from http://www.jstor.org.proxy.lib.odu.edu/stable/jeductechsoci.16.4.290.
  18. Owston, R. D. (2009). Comments on Greenhow, Robelia, and Hughes: Digital immersion, teacher learning, and games. Educational Researcher, 38(4), 270–273. Retrieved from http://www.jstor.org.proxy.lib.odu.edu/stable/20532543.
  19. Parks, N. S. (2008). Video games as reconstructionist sites of learning in art education. Studies in Art Education, 49(3), 235–250. Retrieved from http://www.jstor.org.proxy.lib.odu.edu/stable/24467881.
  20. Panoutsopoulos, H., & Sampson, D. G. (2012). A study on exploiting commercial digital games into school context. Journal of Educational Technology & Society, 15(1), 15–27. Retrieved from http://www.jstor.org/tc/accept?origin=/stable/pdf/jeductechsoci.15.1.15.pdf.
  21. Prensky, M. (2001). Digital natives, digital immigrants part 1. On the Horizon, 9(5), 1–6.CrossRefGoogle Scholar
  22. Robin, B., & Pierson, M. (2005). A multilevel approach to using digital storytelling in the classroom. Technology and Teacher Education Annual, 2, 708.Google Scholar
  23. Sadik, A. (2008). Digital Storytelling: A meaningful technology-integrated approach for engaged student learning. Educational Technology Research and Development, 56(4), 487–506. Retrieved from http://www.jstor.org.proxy.lib.odu.edu/stable/25619938.
  24. Sáez-López, J. M. & Miller, J., Vázquez-Cano, E. & Domínguez-Garrido, M. (2015). Exploring application, attitudes and integration of video games: MinecraftEdu in middle school. Journal of Educational Technology & Society, 18(3), 114–128. Retrieved from http://www.jstor.org.proxy.lib.odu.edu/stable/jeductechsoci.18.3.114.
  25. Shah, M., & Foster, A. (2014). Undertaking an ecological approach to advance game-based learning: A case study. Educational Technology & Society, 17(1), 29–41. Retrieved from http://www.jstor.org.proxy.lib.odu.edu/stable/jeductechsoci.17.1.29.
  26. Simpson, E. S. (2009). Video games as learning environments for students with learning disabilities. Children, Youth and Environments, 19(1), 306–319. Retrieved from http://www.jstor.org.proxy.lib.odu.edu/stable/10.7721/chilyoutenvi.19.1.0306.
  27. Scientists, F. (2006). Harnessing the power of video games for learning. Summit on Educational Games.Google Scholar
  28. Stramel, J. (2016, May 18) Games to promote student learning [Webinar]. Fort Hays State University, Kansas. Retrieved from https://www.ablenetinc.com/resources/recorded_webinars/.

Copyright information

© Springer Nature Singapore Pte Ltd. 2018

Authors and Affiliations

  • Helen Crompton
    • 1
    Email author
  • Yi-Ching Lin
    • 1
  • Diane Burke
    • 1
  • Alana Block
    • 1
  1. 1.Old Dominion UniversityNorfolkUSA

Personalised recommendations