The Rhetoric Of Gaming In Academia

The sociological interpretations of video games are almost as numerous as the games themselves, and like many aspects of our society can be harmful or beneficial depending on how they are utilized by an

The definitions of gamification and game-based learning are both used under the umbrella term of “E-Learning”, however, there are differences between the two. The term ‘gamification’ was first coined by Nick Pelling in 2002 (Marczewski, 2012) and is the idea of bringing game design elements, mechanics, aesthetics and frameworks to non-game situations such as education, in order to motivate or encourage a particular behaviour by increasing user engagement (Deterding et al., 2011). On the other hand, game-based learning refers to using games in order to meet learning outcomes (Isaacs, 2015). According to a report on the current state of online gaming by Spilgames, more than 1.2 billion people play games worldwide (Takahashi, 2013) and by incorporating the persuasive elements of games through gamification into the mundane tasks of everyday life where repetition may be prevalent, such as education; motivation and interest may be aroused.

Those against the inclusion of games or technology in education will continue to refute with flawed evidence and research tactics hoping to mislead others in their crusade. Naturally bingeing on games and technology will not help in the educational fields however thanks to currently trends we are able to monitor and stay goal oriented when using entertainment for scholarly purposes. Those in support of these educational endeavors continue to find ways to improve upon the system. At one point in time the ESRB was founded to please those against video games however some organizations have gone the extra step to improve the ESRB one step further. Common Sense Media (CSM) was founded in order to expand upon the seven existing categories of the ESRB in order to offer a more beneficial view for parents and educational institutions (Common Sense Media [CSM], 2014). Computer entertainment is a multibillion-dollar industry generating 30.4 billion dollars in 2016 and shows excessive gains each year especially after the explosion of the mobile market (ESA, 2012). The sooner we recognize the positive capabilities of this technology and learn how to correctly apply it to our educational system the sooner our society and future will

For several decades, video games have been cast aside as detractors of student learning in the classroom. According to the research done by Mifsud, Vella, and Camilleri (2013), there is yet still an abundance of research that needs to be conducted, in order to determine the usefulness of video game application in schools. This research synthesis collects data on several different viewpoints and uses of video games in regards to complementing student engagement and learning. The research of James Gee (2005), hypothesized that good video games use good learning principles, of which there are a several. These learning principles include identity, interaction, production, risk-taking, challenge and consolidation, and system thinking. The specific descriptions of each principle will be dissected throughout this synthesis.

Now that technological companies all over the world have set most of the seven billion individuals in the world with a computer, smartphone or tablet, it is time for better software to use with them. This is where games come in. Electronic Arts CEO John Riccitiello stated in a recent interview that PC gaming is the ‘fastest growing platform’. This shows the growing interest in gaming bearing in mind that gamers also have the means to play on. The term ‘gamer’ refers to an individual that plays a game or games, typically a participant in a computer or role playing game. The gaming community has grown so wide in the last few years because of the shift from single player games to multiplayer games on the internet

During Jane McGonagall’s 2010 TED Talk video “Gaming can make a better world”, she states “the average young person today in a country with a strong gamer culture will have spent ten thousand hours gaming by age 21”. Such numbers alone should pique the interest of every educator in our country. Young people today spend the same amount of time learning at school as they spend gaming (TED Talk, 2010). Many people view video games as fun, exciting, and adventurous outlets where they can escape reality and be creative innovators. As educators, we want our classrooms to accomplish similar outcomes. We want learning to be fun, exciting, and adventurous. We want our learners to be creative, critical-thinking innovators who strive to change the world. This brief dissertation will evaluate the influences gamification can have on teaching and learning, the science behind learner motivation and its connection with gamification, analyze how gamifying supports differentiated ways to teach and learn, and discuss how technologies and gamification are being used to enhance teaching and learning.

Cognitive Impact: The cognitive impact this course had on me is allowing for me to learn how to read information thoroughly, process it, and put it in my own words. My problem solving skills has also gotten better. Additionally, before this course I really did not know how to handle stressful situations. As I read different sections of the book that discussed

Stereotypes are qualities assigned to groups of people because of race, nationality, or sexual orientation. Stereotypes of gamers usually portray a fat, unhealthy basement dwellers ridden with acne and living on a diet of burgers and Red Bull. This is, of course, a stereotype many people refer to. Most of the time this stereotype is incorrect

One of the reasons for this opinion is that they make games addictive. 59% of Americans played video games last year. In the article, “How Gamers Are Solving Science’s Biggest Problems” it says, “Games are made to be addictive… but that shouldn’t be a surprise, they were designed by scientists, to be so.” Another example is that “There is 800,000 playing Call of Duty: Black Ops 2 right now.” That is almost the population of Detroit, Michigan!

Overall, it was found from my research that even with the emergence of next-generation systems and shifting landscapes in gaming, there is still a cultural perception of the gamer as white male. There are exceptions to this, which can be seen in many commercials that challenge our expectations of what a gamer might look like and how he or she might behave. Certainly, as time goes on, it’s been found that there is an increased inclusivity in terms of who might actually appear in these commercials. Some commercials have begun to play with and tease out these representations: the commercials of Call of Duty: Ghosts, for example, that featured a wide variety of players. While representations of the gamer have mostly stayed consistent, these examples pre-empt the beginnings of a shift, as the video game industry continues to diversify.

After reading the book, I reached the conclusion that Gee advocates for the inherent ability of good video games to motivate learning pleasurably and yet constructively. Additionally, he belives that games can transform contemporary

Preview: Today, I will discuss why video games should be part of a class curriculum, and how it benefits students struggling academically.

Current education systems are failing to give learning material to students in a way that they understand. Most students don’t care about their education because they think it’s boring and unnecessary. Students feel if the homework or lesson is too hard they won’t give it their best work. We should use video games as a new source of teaching. Students can benefit from video games because it’s a fun interactive way of learning, improves a student 's thinking ability, and increases participation.

Children’s engagement in and motivation by video games is commonly observed by parents and teachers. The Joan Ganz Cooney Foundation conducted a survey of 505 in-service United States teachers that use digital games in their K-8 classrooms (Takeuchi & Vaala, 2014). Regarding low performing students seventy percent of the teachers agreed that digital gaming improved motivation and engagement (Takeuchi & Vaala, 2014). The motivation and engagement of games exhibited in both adults and children has been employed by marketing firms to encourage consumers to engage in sustained use of products such as social networking sites, fitness bands, and consumer data collection apps. This method has been coined gamification. The Oxford English Dictionary defines gamification as “the application of typical elements of game playing (e.g., point scoring, competition with others, rules of play) to other areas of activity,

Since the first video games were developed in the 1950 – the gaming industry haven’t looked back since. Throughout the century video games has gone through a huge development where the entire planet spend more than 3 billion hours a week playing video games. In the speech “Online Harassment and Cyber Mobs” Anita Sarkeesian, who is a female gamer, talks about the stereotypes of gaming. The type of people who don’t think women should be a part of the gamer world. A world, which is dominated by men and where online harassment of the other gender is something we see everyday. This is the stereotype Sarkeesian talks about and this is the stereotype she tries to get rid of.