Research Proposal on Video Games: Enhancing Education or Impeding Learning?

Introduction

In the administration of education, it is evident that some barriers hinder proper instilling of the knowledge. Video games, in one way or another, project a significant implication on the administration of education as well as activating the dormant minds of the learners. Students are learners who develop a creative mind through the introduction of video games. However, chess games being one of the techniques to stifle and activate learners' perceptions, both negative and positive implications yield on a student as a result. There is, therefore, a need to stress on the improvement and the drawbacks that arise as a result of the chess game effect to a student. In most schools and learning institutions, generally try to tame the gameplay with institutions to reduce some of the concentration divergences of a student to games instead of concentrating on academic success (Gumulak& Webber, 2011). Nevertheless, several arguments arise to prove that games such as chess have a direct impact on the academic achievement of the student. The contemplation of chess games thus provides a critical background in its effect on student's ability and capacity to develop an intelligent brain through its activation. However, analogies and assumptions on the chess game manipulation on student's success require to be critically investigated. The paper will, therefore, focus on the argumentative research on the effects of a video game as well as overall games in the manipulation of academic success.

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Literature Review

To propagate the study and research analysis of the video game effects on student's ability to possess knowledge is a critical and outstanding challenge that often depends on individual student's interests (Qian & Clark, 2016). As a result, the argument on the impacts of the Video game can be drafted to precisely induce the correlative and concrete analysis of the effects of the game on students. The review will continue to extract to what extent games affect academic performance.

Research Arguments

All sort of games helps in opening up the learner's mind as well as instilling creative thinking, and for that reason, the argumentative bit arose the question how the games do that (Egenfeldt-Nielsen, 2006). Various games such as chess and video games involve a creative mind to accomplish a mission. Chess, in particular, helps the learner to critically think on what move to make with a review of the opponent's move in the game. The consistency analysis and interpretation of the game provide the learner with the ability to analyze any event before undertaking any action. The learner develops a skill to evaluate the repercussion of doing something, thus making the right decision in the quest presented before him or her. However, to some extent, game addition may engulf a student in a discomfort zone, especial where he or she keeps losing to the opponent in the game (Squire, 2003). For that reason, it may create a notion of failure, thus reluctantly leading to negativity thoughts of failure.

Learning new skills and knowledge acquisition is one of the themes that has boomed a critique of the impact of Virtue games on learners. Regarding knowledge acquisition, it has been termed as a controversial methodology to impart knowledge to students where it is arguable that students can gain experience and familiarize themselves with the environment of the case study induced through the game (Qian & Clark, 2016). In correlation, the student tends to be more knowledgeable in practical skills; however, one knows less of the technical and background information of that particular skill instilled through the game (Schmitz et al., 2013). Thus there is a need to incorporate both traditional or classical teaching and use of virtue games to instill knowledge to the learners positively. As a result, various researchers have arguably challenged the virtue game learning without the incorporation of theoretical knowledge, which is rarely provided in the gameplay.

Social skill stipulation and effects of the virtue games, as well as other games such as chess, are rarely portrayed positively. Regarding social skills, researchers have discovered that most learning virtue games as well as chess, they discourage teamwork skills. In most cases, the virtue game involves individual efforts to develop a solving solution to the task present before one. As a result, a learner is unable to socially come up with concrete decisions through discussion, thus creating a controversial state. However, the argument that arises is that only a few students who can be able to encode and decode the theoretical aspect or rather explanation of particular procedures of doing a specific stimulated action through the game (Horowitz, 2019). The game, therefore, reduces the ability to develop communications skill that has to analyze and thoroughly examined in its effects to the learners.

Conclusion

In conclusion, argumentative research provides a close connection to the various effects regarding the expectations. The virtue games that involve the use of critical thinking is a debatable subject that mainly has focused on the impacts upon application. Despite the support and positive portrayal of the virtue game effects, still, there are some room or rather some allowance left to criticize the positive perceptions as the various study shows. For instance, the notion or the analogy that video games, as well as chess-related game leas to creative thinking and analytical skill to some extent, is vague, and hence it just appears just like a form of relaxation or entertainment. The aspect, therefore, leads to an ambiguity on what video game does to learners in terms of recreation concerning their intellectual skill development. Also, it is critical and controversial for a video game to develop one's skill in communication and interaction skills. Despite the knowledge and experiences through the virtue game, it is insufficient. Therefore there is a need to establish a well-organized or improved methodology that satisfies the need of the video game in effective learning. The argument thus tends to induce an unjustified impact of the virtue games as well as a chess game in the learning process.

References

Egenfeldt-Nielsen, S. (2006). Overview of research on the educational use of video games. Nordic Journal of Digital Literacy, 1(03), 184-214. Retrieved from https://www.idunn.no/dk/2006/03/overview_of_research_on_the_educationaluseof_video_games?mode=pr

Gumulak, S., & Webber, S. (2011, March). Playing video games: learning and information literacy. In Aslib Proceedings (Vol. 63, No. 2/3, pp. 241-255). Emerald Group Publishing Limited. https://doi.org/10.1108/00012531111135682

Horowitz, K. S. (2019). Video Games and English as a Second Language: The Effect of Massive Multiplayer Online Video Games on the Willingness to Communicate and Communicative Anxiety of College Students in Puerto Rico. American Journal of Play, 11(3), 379-410. Retrieved from https://eric.ed.gov/?id=EJ1220304

Qian, M., & Clark, K. R. (2016). Game-based learning and 21st-century skills: A review of recent research. Computers in Human Behavior, 63, 50-58. https://doi.org/10.1016/j.chb.2016.05.023

Schmitz, B., Klemke, R., & Specht, M. (2013). Effects of mobile gaming patterns on learning outcomes: a literature review. DOI: 10.1504/IJTEL.2012.051817

Squire, K. (2003). Video games in education. Int. J. Intell. Games & Simulation, 2(1), 49-62. doi=10.1.1.543.5729&rep=rep1&type=pdf