Introduction
There have been numerous attempts to introduce innovative learning techniques recently.
Scholars have provided different perspectives on the benefits of video games in the sphere.
I firmly believe that there are multiple potential benefits that can vary significantly depending on the content, as the video game format is simply a type of media.
Video games have proven to increase students’ motivation substantially; they provide numerous ways of interaction and allow for cheap simulation, which is crucial for particular spheres of study and poor neighborhoods.
Body
Paragraph 1
Firstly, video games feature a wide range of latent, highly beneficial opportunities.
For example, “latent characteristics of video games include positive elements such as taking responsibility, creativity, and multiculturalism” (Matijević and Topolovčan, 2019, p. 2). According to Chuang, Yeh, and Lin (2021, p. 34), “playing puzzle adventure games has the potential of cultivating reasoning ability”. “Many video games involve social practices, from online playing in massively multiplayer online role-playing games to player-generated content” (Scolari and Contreras-Espinosa, 2019, p. 3). “Video gaming is known to have some benefits such as improving focus, multitasking, and working memory” (Von der Heiden et al., 2019, p. 2).
However, some may argue that not all children and teenagers use such opportunities.
Although this may be true, there are a few other formats that can inspire them to do so.
Thus, the video game format, by definition, appeals to a wide range of students and motivates them to develop valuable qualities.
Paragraph 2
Secondly, computer games encourage teamwork and help develop a sense of belonging.
For example, “boys use video games as a way to spend time and engage in day-to-day interactions with their peers and friends” (Anderson, M. et al., 2015, p. 4). “Games and/or simulations positively impact learning goals” (Vlachopoulos and Makri, 2017, p. 10).
On the other hand, some may argue that digital simulation may often replace real-life communication.
Although this may be true, for most children and teenagers, video games remain a tool that helps them always stay in touch and further enhance communication skills.
Thus, the computer game format provides yet another opportunity for interaction and does not rival the importance of real communication.
Paragraph 3
Thirdly, video games can be essential for instilling specific values in children and teenagers and enhancing their personalities.
For example, people develop “healthy values and relationships directly through playing video games during their preadolescent years” (Halim, 2013, p.). According to Markey (2016, p.), video games do not directly cause mental health issues.
In contrast, some may argue that certain games have abundant violent scenes that can have an impact on children’s and teenagers’ health.
Although this may be true, the vast majority of the games are not based on violence and provide a sophisticated simulation of different types of communication and spheres of life.
Thus, choosing the games that are appropriate for children and teenagers of a particular age can ensure that they have a solely positive influence on the development of skills and personal qualities.
Conclusion
In conclusion, I would like to state that video games remain a highly controversial phenomenon that may feature both positive and negative effects concerning education opportunities. Nevertheless, proper attention to game choice can ensure a largely beneficial influence on students’ development and learning process.
Thus, video games should be considered an efficient tool that can be successfully applied to enhance the learning process.
Therefore, it is crucial to use such an opportunity in a timely manner and create interactive, engaging games designed to motivate students to develop skills and acquire knowledge.
Reference List
Anderson, M. et al. (2015) Teens, technology & friendships. Pew Research Center. Web.
Chuang, T.Y., Yeh, M.K.C. and Lin, Y.L. (2021) ‘The impact of game playing on students’ reasoning ability, varying according to their cognitive style’, Journal of Educational Technology & Society, 24(3), pp. 34–48. Web.
Halim, P.Y.L. (2013) Video gaming in the classroom: insights and ideas from teenage students. MA thesis. The University of British Columbia. Web.
Markey, P.M. (2016) ‘Video games and mental health’, in Friedman, H. (ed.) Encylopedia of Mental Health. 2nd. ed. Oxford: Elsevier Ltd., pp. 356–361.
Matijević, M. and Topolovčan, T. (2019) ‘Informal learning among teenagers through video games: a qualitative analysis of experiences, game modes and didactic benefits’, Revija Za Elementarno Izobraževanje, 12(1), pp. 1–26. Web.
Scolari, C.A. and Contreras-Espinosa, R.S. (2019) ‘How do teens learn to play video games?’, Journal of Information Literacy, 13(1), pp. 45–61. Web.
Vlachopoulos, D. and Makri, A. (2017) ‘The effect of games and simulations on higher education: a systematic literature review’, International Journal of Educational Technology in Higher Education, 14(1), pp. 1–33. Web.
Von der Heiden, J.M. et al. (2019) ‘The association between video gaming and psychological functioning’, Frontiers in Psychology, 10, pp. 1–11. Web.