One argument for including video games in the public school curriculum is that they enhance participation and can be tailored to fit the level of student ability. These games are particularly useful for students with special needs because they interrupt traditional learning practices and introduce opportunities that typically wouldn’t be available. A recent study by the University of Oklahoma found that nearly ninety percent of secondary teacher education candidates agreed that video games could be useful teaching tools. Wide range or sports activities including basketball, football and more.
Computer games are already widely used in education, and a growing number of innovative educational ones are available for students to play. One example is “Minecraft.” Students can build a fantasy world by fending off monsters and gathering food. Minecraft is also incredibly flexible, allowing it to be adapted for multiple subject areas. Teachers can find free training for Minecraft and can buy licenses for a year for their students.
Some education reformers argue that computer games can improve learning. While some educational games are beneficial, many focus on competition, violence, and other aspects of real life that hinder social growth. Some students cannot stop playing computer games for hours at a time. Some games also obstruct social skills development and prevent students from developing good values. They often view the real world as the “screen” that the game represents.
Some argue against this approach. The Quest to Learn public school in New York City is an example. Teachers use the principles of game design to teach students. The curriculum is organized into “quests” and “missions” that allow students to study different solutions to problems. The Quest to Learn curriculum is organized around game design principles. If a game is good for learning, it can transform students into phenomenal learners.
