Hello people! Wellcome back to my summary of Teaching With Games: Using commercial off-the-shelf computer games in formal education, written by Richard Sandford, Mary Ulicsak, Keri Facer and Tim Rudd.
Chapter 4 : Survey Findings
4.1 Teacher
The poll findings highlighted some barriers to the use of games in schools. 49% of teachers believed that there would be a lack of access to equipment capable of running the games, and 14% thought there was a lack of strong evidence of the educational value of games (6% thought that games did not have subject and curriculum relevance). Issues such as coping with different abilities, assessment and lesson length were less frequently mentioned; 3%, 2% and 2% respectively. 13% of teachers saw no barriers to using games in the classroom.
The most common reasons for using COTS games is the perception that they improve pupils’ motor/cognitive skills (91%), ICT skills (77%), higher order thinking skills (63%), or knowledge in a particular area (62%). Social skills are seen to be a benefi t by 17% of teachers. However, 71% believe that playing such games could lead to anti-social behaviour while 62% think it leads to stereotypical views of other people or groups. A signifi cant minority of teachers, especially those in primary schools, give this as a reason for not using games.
4.2 Students
Amongst all students, there are a number of perceived benefi ts of playing computer games outside lesson time. More than two-thirds (69%) say that it improves computer skills, while roughly half (53%) think that it would help improve their reactions or problem solving skills. 24% think that it improves subject knowledge, and the same percentage thinks game playing improves skills such as working in teams. Although the perceived consequences of playing computer games are largely positive, students also identifi ed a number of negative potential effects. For instance, 30% of students overall believe that playing computer games could lead to increased violence and aggression.
4.3 Key messages from surveys
First, it is clear that there is still a generational divide between teachers and students in respect of computer games play, with 72% of teachers never playing games outside school in comparison with 82% of children reporting games play at least once a fortnight.
Teachers and students have similar perceptions about the advantages and disadvantages of using games. Both groups believe that games play improves computer skills and general problem solving abilities. However, teachers are more likely to believe that students can gain subject knowledge from computer games than children - 62% compared to 24% - while more children believe it improves social skills – 24% compared to 17% of teachers.
Finally, the survey suggests that the main barriers perceived by teachers to the use of games are not those of the curriculum or of assessment, but the technical issues that may need to be overcome.
Author
Ahoy, It is me Triska. A college student of English Education Department in University of Singaperbangsa Karawang. I am a-pixie-dust-enthusiast. I love to watch a movie or Korean Drama and also love to write my blog.
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