Game-Based Learning Technology in 2nd Grade Education

Introduction

The impact of technology on the education system has not been fully explored in many ways. Teachers and students alike are discovering new ways in which technology may be incorporated into the school day, seeking approaches that utilize technology to its greatest advantage. Combining technology with the human need for play and games is at the heart of this challenge. It is essential for researchers to have a strong grasp of the opportunities that exist in this space. This paper specifically examines the role of games and technology as they relate to second-grade education modalities and approaches. It reviews literature on this topic, considers the strengths and weaknesses of those arguments, and reflects on how the research itself was conducted.

Summary of Findings

Game-based learning has attracted growing scholarly attention at the elementary level. Shin et al. (2006) investigated the effects of handheld gaming on student learning in mathematics. This research utilized 50 second-grade students from three classrooms, comparing a Skills Arena software program against paper-based flash cards. The study was premised on the idea that handheld devices in K-12 environments have the potential to improve both learning and teaching.

The authors framed the concept of games in a way that is useful for expressing the essence of the problem. They wrote: "the results of handheld game studies proved that games on handheld devices are easy to use and allow learners to focus on activities because of the small size of the handheld (Zurita, Nussbaum, & Sanchez, 1999). However, there are very few studies about the use of handheld games in classroom settings. Empirical evidence regarding educational handheld games in classrooms is insufficient to support favorable effects of handheld games on learning (Dempsey et al., 2002). Hence, comprehensive empirical studies are needed to support the idea that handheld gaming can potentially have a substantial impact on teaching and learning." The study ultimately concluded that students who used the handheld-based math game outperformed those who did not use it at all, and that students who played the game more than four times a week outperformed those who played only twice a week.

Games with a strong visual element can also support second-graders' learning abilities when delivered through technology. Hoysniemi and Turkki (2004) examined first- and second-grade students' performance through computer gaming technology. They concluded that "computer games play an integral part in children's lives. According to one study, 17% of 2–7-year-olds and 37% of 8–13-year-olds play computer games on any given day in the United States. However, some media studies suggest that children's extended computer use may have negative effects on their physical development." Despite this caveat, the authors were strongly supportive of integrating educational computer games into the second-grade classroom.

Black (2010) presents some of the most cogent and applicable information on the subject. He premised his argument on the observation that classrooms can be inherently disengaging, producing a sense of disillusionment and disconnectedness in students. He demonstrated how video games can support the cognitive processes involved in learning. As he wrote: "Used in ways guided by this theoretical framework, video game playing together with more formal learning, interactive graphic computer simulations involving movement and animation (and force feedback), video game programming and robot programming can be used to increase student learning and understanding." Black's framework draws on embodied cognition theory, connecting physical and digital experience to deeper conceptual understanding.

References

Black, J. B. (2010). An embodied/grounded cognition perspective on educational technology. In New Science of Learning (pp. 45–52). Springer New York.

Hoysniemi, J., Hamalainen, P., & Turkki, L. (2004, June). Wizard of Oz prototyping of computer vision based action games for children. In Proceedings of the 2004 Conference on Interaction Design and Children: Building a Community (pp. 27–34). ACM.

Shin, N., Norris, C., & Soloway, E. (2006, June). Effects of handheld games on students' learning in mathematics. In Proceedings of the 7th International Conference on Learning Sciences (pp. 702–708). International Society of the Learning Sciences.