International Journal of Secondary Education

2014; 2(6): 102-105

Published online January 08, 2015 (http://www.sciencepublishinggroup.com/j/ijsedu)
doi: 10.11648/j.ijsedu.20140206.12
ISSN: 2376-7464 (Print); ISSN: 2376-7472 (Online)

Video games in teaching-learning processes: A brief review

Edgar Manuel Cano Cruz, Juan Andrés Velázquez Cruz, Juan Gabriel Ruiz Ruiz, Luis David
Huerta Hernández
Computer Science Department, University of the Istmo Region, Ixtepec, Mexico

Email address:
[email protected] (E. Cano)

To cite this article:

Edgar Manuel Cano Cruz, Juan Andrés Velázquez Cruz, Juan Gabriel Ruiz Ruiz, Luis David Huerta Hernández. Video Games in
Teaching-Learning Processes: A Brief Review. International Journal of Secondary Education. Vol. 2, No. 6, 2014, pp. 102-105.
doi: 10.11648/j.ijsedu.20140206.12

Abstract: Along with knowledge acquisition, techniques and procedures, the goal of education is to develop individuals
capable of reacting to planned or unplanned circumstances, making decisions in a set time. The focus of digital game-based
learning (DGBL) under an instructional framework context, pedagogical standards link where computer games are an integral
part of learning. You teach with computer games for teaching content, has the potential to positively influence the motivation of
students to learn and retain knowledge. In this article we have reviewed literature in this field and determined whether the use of
computer games, especially in mathematics, contributes to a more efficient implementation of educational objectives at all levels
of education.
Keywords: Digital Games-Based Learning, Educational Technology, Innovative Education Strategies, Educational Software,
Serious Games, Gamification

analysis to help understand the relationship between uses of

1. Introduction video games in learning. In the next section the evolution of
In the generation called "digital natives", capturing the video games in an educational context and a brief
attention of students in traditionally difficult areas such as classification of these presents; then, in the third section a
Mathematics is becoming more difficult [1]. In this context, literature review focused on the use of the approach DGBL
traditional methods of teaching and learning are gradually highlighting features for inclusion in education systems is
become obsolete. The DGBL has emerged as an alternative performed; later in the fourth section are mentioned for the
strategy to support the teaching and learning processes [2]. realization or choice of an educational video game; Finally,
In a few years it has become popular to incorporate video the fifth section concludes this article.
games and the use of digital technology in education which
guide the traditional learning methods, obtaining more 2. Video games in Education, Evolution
constructive classes, where the focus is the student and the
teacher acts as a guide [3]. Video games provide a framework and Classification
from making the choice between conventional bonds where Within the educational framework, there are various
students are encouraged to synthesize information and definitions to describe the term "educational game" or also
analyze strategies for a greater understanding to the solution known in the area as serious games, one of the best definitions
of a proposed problem. attached in an instructional context provided by Salen and
The use of games in everyday life among children and Zimmerman in the book Rules of Play: Game Design
young, is the subject of constant concern to teachers and Fundamentals [5]: “A game is a system where players are
parents, and that video games can generate addiction, driven to an artificial conflict, defined by rules, where the
spending too much time exposed to the screens, or cause a result is a quantifiable measure”.
lack of practice in other areas holistic and social development Another definition of the video game within the educational
such as reading and sports. It is important to teaching on the context is given by Raph Koster in his book A Theory of Fun
use of media and exploit them for education. [6], using the term "serious game" to describe this digital
This article's main objective is to provide elements of
103 Edgar Manuel Cano Cruz et al.: Video Games in Teaching-Learning Processes: A Brief Review

game and contain artificial problems governed by rules, 3. Analysis Inclusion of the Video Games
experiment with the emotional reactions of the players. Koster
defines a video games as a system to motivate players in an in Education
abstract challenge, defined by rules, interactivity and feedback, Cameron & Dwyer [10], considered the relationship
where the result is a quantifiable output. In this sense, the between playing video games and complete educational goals
video games are a set of specific multimedia systems with the and determined how video games computer influence the
main objective to entertainment. realization of educational objectives, based on information
As for the evolution of educational games in the doctoral made to 422 students which shows that occupy this type of
thesis and subsequent publications of Egenfeldt-Nielsen [7, 8], software provides an important strategy to motivate students
educational gaming generations are identified based on in obtaining significant knowledge at all educational levels.
learning theories employed. The first generation corresponds Young & Loverdige [11], they investigated about learning
to the perspective of the concept called edutainment, wherein math concepts about children, their exploration is based on
it is assumed that learning occurs when practiced several times establishing how video games affect their knowledge
specific techniques. The majority of this type of educational assimilation techniques in the investigation about 106 students
video games failed because they were too simplistic compared participated; the results obtained showed very marked
to gaming entertainment in general. The activities of this first improvements over children occupied for learning games
generation were too repetitive, poorly designed and did not against those who did not use these tools, the results were
encourage a progressive learning. consistent for a year, demonstrating that learning math for kids
Later in the second generation, studies on cognition and the five years was faster and easier using video games. For
first applications of constructivism demonstrated the need to children the first event of learning mathematical concepts was
focus the design on the learner, which gave rise to the a game, resulting in a fun activity and strengthen positive.
“facilitators” directly (aid, tutorials, etc.) and indirect (sounds, Another study conducted in Chile by Rosas et al. [12],
visual clues, etc.). indicates a significant difference from 1274 students divided
In the third generation not only the content of a specific into three groups: experimental, control and external; the
game is emphasized, but also stressed in the learning process investigation was designed specifically for children in first
according to the context and particular attention is placed on and second grade. The experimental group was subjected to
situated learning. Teachers act as facilitators adapting video thirty hours of interaction with video games within three
games to their chairs. months. The result in favor of the experimental group revealed
The design evolution has led to the sophistication of visual that: “video games were a key factor in increasing motivation
aspects and effects of three-dimensional, virtual reality, etc. and learning of mathematics for this group in particular”.
However, a good graphic development does not imply that it is The study conducted by Nussbaum and his colleagues [13],
sufficient to keep the attention and interest of the player was the development of a series of games using the Gameboy
parameter. The story remains an important factor for the handheld console learning of language and mathematics.
success of a game [9]. Nussbaum evidenced for that video games are actually
As for the classification of video games, the industry, implemented in the classroom, it is essential that teachers
developers and academics use different taxonomy to encourage their use becoming active mediators making the
differentiate the types of games. Table 1 lists the most most of their educational potential by relating directly to the
important genres in base [7]. objectives and content taught in other school activities. In this
Table 1. Category video games [7].
way the teacher must possess not only a good command of the
machine, but also of educational objectives that each game
Category Description promotes. Thus, it can properly be included in the planning of
Action/platfor These games are reaction based; most of the games of the school year and effectively used as a supplement to other
m games the first generation are action games. instructional materials.
Adventure The player solves a number of tests in order to progress
Accordingly, adequate teacher training and direct support in
Games through a virtual world.
These games involve fighting against the initial stage of technology transfer is essential to align the
Fighting use of the tool to each particular educational context and
computer-controlled characters or those controlled by
games
other players. reduce fear and distrust that causes these tools.
Role-playing Human players assume the characteristics of some McFarlane, Sparrowhanwk and Heald [14], they studied in
games person or creature.
the United Kingdom the impact of learning using video games.
The player has to succeed within some simplified
Simulation recreation of a place or situation to achieve a particular The study was applied to teachers in different grades of
goal. primary and secondary education, reporting about the limits
Sport games These games are based on sports and potential that video games had in the teaching-learning;
These games that recreate a historical or fictional reflecting that most teachers had positive views about video
Strategy
games
situation to allow a player to devise an appropriate games (adventure and simulators) used for the subject of
strategy to achieve a goal. Mathematics, contributing to the development of a variety of
strategies that are extremely important for learning, such as
resolution problems, sequential learning, deductive reasoning,
 Agriculture, Forestry and Fisheries 2014; 2(6): 102-105 104

memory, among others. Also, McFarlane found an increase in The opinions of teachers in the study of McFarlane in the
the effectiveness of strategies for teamwork and it is possible United Kingdom reflect the views of the Chilean teachers
to add specific instructional activities and mix the DGBL interviewed by Nussbaum. Table 2 lists the common features
approach with other learning approaches such as the Problem found in these two studies.
Based Learning. The reporting of MacFarlane also presents a The work conducted by Divjak [15], sample a review and
comprehensive overview on the implementation of DGBL in classification of different items which were applied math
various areas. video games, the aim of this review is to summarize the
results of the inclusion of video games based on the
Table 2. Areas of learning in which videogames can contribute [14]. following questions:
Areas Aspects videogames can contribute P1: What is the impact of video games on the realization
Personal and social Provide interest and motivation to learn; Maintain of educational objectives at all educational levels?
development attention and concentration.. P2: How has influenced the use of video games in
Encourage children to explain what is happening;
Language and motivation and attitude of students about mathematics?
Use talk to organize, sequence and clarify thinking,
literacy P3: How have influenced the game in achieving
ideas, feelings and events
Mathematical educational goals regarding groups that were not used?
Use everyday words to describe position
development Table 3 presents a summary of five articles (2008-2010) of
Creative Respond in a variety of ways; Use their the investigation of Divjak, highlighting the degree, number
development imagination in art and design music, and stories.
of participants, country focus and answers to questions
Knowledge and
Use early control software to investigate direction previously raised in the following format applies: (+) positive
understanding of the
and control. negative (-), undetermined impact (~) and question not
world
Physical
Fine motor control can be developed with the considered (no).
increased refinement in using a mouse for
development
navigation and selecting objects.

Table 3. Review and analysis of videogames in education [15].

Article Grade Cant Country P1 P2 P3

Bokyeong, K., Hyungsung P., Youngkyun, B., Not just fun, but serious strategies:
Using meta-cognitive strategies in game based learning, Computers & Education, High School 123 Korea + + no
Volume 52, Issue 4, May 2009, Pages 800-810
Burguillo, C., J., Using game theory and Competition-based Learning to stimulate
Elementary
student motivation and performance, Computers & Education, Volume 55, Issue 2, 246 Spain + + No
School
September 2010, Pages 566-575
Papastergiou M., Digital Game-Based Learning in high school Computer Science
education: Impact on educational effectiveness and student motivation, Computers High School 80 Greece + + No
& Education 52 (2009) 1–12
Chun-Yi, L., Ming-Puu, C., A computer game as a context for non-routine
Elementary
mathematical problem solving: The effects of type of question prompt and level of 78 Taiwan + no No
School
prior knowledge, Computers & Education 52 (2009) 530–542
Robertson, J., Howells, C., Computer game design: Opportunities for successful Elementary
30 USA + no +
learning, Computers & Education, Volume 50, Issue 2, February 2008, Pages 559-578 School

conventional classrooms and static.

4. Aspects of a Videogame for Teaching 3. Should encourage replay and try and try again in a safe
and Learning environment.
4. They should allow mastery of skills. Although difficult,
As reviewed in the previous section, with the use of video players can repeat the actions, up to dominate, gaining a
games students can acquire manual skills, coordination, sense of control.
spatial orientation; in some situations the use of cognitive 5. They must have clear objectives. Usually, the player does
strategies such as decision making and problem solving not know what is being studied in the game, but when
necessary; allow you to strengthen values and norms of playing knows there is a clear and concrete (open a door,
behavior and the ability to generate situations of interaction rescue someone, find treasure, etc.) task, which provides
with other playmates and cooperative learning. Gifford [16], high level of motivation.
raises a number features to consider in conducting or choose Klawe conducted an investigation in [16], to determine the
video games as a learning, among the most important factors that need video games to impact directly on student
characteristics are: learning and meet the expectations of teachers. Klawe asserts
1. Should permit the exercise of fantasy, no spatial, that if a game aims to increase motivation and make learning
temporal or gravity limitations. math easier, you should consider the following:
2. Must facilitate access to "other worlds" and sharing each Specific topics of the subject to learn.
other through graphics, contrasting sharply with Learning activities based on an instructional model.
105 Edgar Manuel Cano Cruz et al.: Video Games in Teaching-Learning Processes: A Brief Review

A model (or models) basic learning.

An interface to manipulate words and objects.
A form and conception of how to present content.
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