How Video Games May Enhance Students’ Learning and Cognitive Development

By Poling Bork.

Published by The Technology Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

Despite the fact that video games have a reputation “as mindless pursuits used strictly for entertainment” (Rice, 2005), numerous researchers believe that playing them may have positive impacts on students’ learning (e.g., Aldrich, 2004; Elliot, Adams, & Bruckman, 2002; Gee, 2003, 2006; Mohamed & Jaafar, 2010) and cognitive development (Green & Bavelier, 2006; Sherry, 2006). Consequently, the potential value that video games have on students’ overall well being deserves special attention. This paper explores what makes a video game so appealing to players, along with what one can learn by playing video games prior to proposing them as excellent complementary tools for instruction. Specifically, this paper focuses on: 1) how video games may enhance students’ learning when incorporated in educational settings; 2) how playing video games may have a positive effect on students’ cognitive development; and 3) the implications of designing and implementing educational video games within the school.

Keywords: Educational Video Games, Learning, Cognitive Development, Emotions

International Journal of Technology, Knowledge and Society, Volume 8, Issue 1, pp.43-56. Article: Print (Spiral Bound). Article: Electronic (PDF File; 330.864KB).

Poling Bork

PhD, Faculty of Education, and Department of Computer Science, Faculty of Mathematic and Science, Brock University, St. Catharines, Ontario, Canada

Poling M. Bork, B. Sc., M.Ed., (Brock University, St. Catharines, Ontario) is a PhD student in the Faculty of Education at Brock University. Having devoted the past 8 years to researching Selective Mutism (SM) to help her son overcome this “unfamiliar” anxiety disorder, Poling is dedicating her research in psychoeducational assessments and interventions for children with SM and other related anxiety disorders. Beside presenting papers at conferences or conducting workshops, she has developed a handbook for parents and teachers to help intervene children with SM. With her undergraduate degree in Computer Science, Poling is currently investigating how to incorporate technology in the SM intervention program.

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