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Using Games in the Classroom
By: Mae Guerra
Playing games is a wonderful learning experience that represents an important part of a
child’s cognitive and social development. Children learn through playing with others.
Playing initiates the symbolic use of objects and is therefore considered the first form of
symbolization. The symbolization used during play is the first step towards abstract
thinking. Playing changes as children grow up, following the course of cognitive
development. The games played, their rules and meanings change as a child grows up.
Once a child reaches school age, she or he is able to understand and follow the rules
involved in structured games. Games are a common form of playing. All games have
properties, rules and procedures that must be understood in order to become a ‘‘player’’.
Currently, many socio-dramatic and rule-based games have been incorporated in the
classroom yet the use of games through computer technology still creates controversy.
There is an abundant amount of evidence supporting the positive effects of computer
games as instructional tools. (1) Using video games within the classroom makes learning
meaningful to students and that it creates a learning culture that is related with students’
interests. (2) Computer games also help develop many different learning styles. This is
because speed and level difficulty can be adjusted according to each player (3) Computer
games help develop students’ motivation.
Video games offer teachers an enormous resource. Teachers can use video games in
their classroom to make subject matter come alive for their students and motivate
learning. Video games are effective in classrooms today because video games are goal-
oriented and provide an adequate level of complexity that is motivating to the learner.
Commercial computer games are increasingly finding a place in curriculum-based
learning. This controversial topic is being discussed today within educational circles. So
what is it about video games that make students to learn? Games use logic, memory,

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problem solving and critical thinking skills, visualization and discovery which help them
learn. Commercial computer games for the classroom should not different from those for
any educational software. Games that are task-driven are good education games because
it develops a method of retaining information in which the learner needs to understand
complex concepts through trial and error in order to win the game. Learners reveal the
knowledge they have learned through experimentation, observations and drawing
conclusions. Mainstream games can be beneficial in the classroom but the content of the
game must be appropriate. It is important that teachers chose games that incorporate
content into a lesson. If a teacher finds it difficult to see the relevance of the game within
the context of the curriculum it would be labeled as inappropriate for the classroom. In
order for game based learning to work successfully within the classroom it is important
that the game be connected to curriculum objectives.
One reason why certain commercial games are used in the classroom is due to their
relevance to several components of the curriculum. For example, Zoo Tycoon has been
used to teach geography, numerical skills, financial awareness, business skills, animal
and natural environment topics. The developers and producers of this game have become
aware of its use in schools, and subsequently have produced downloadable lesson plans
and teaching guidance materials. An example of how Zoo Tycoon works is found at this
website: http://www.cnwcentral.com/zoo-tycoon/info.shtml
James Paul Gee, author of "Why Video Games Are Good for Your Soul" and "What
Video Games Have to Teach Us about Learning & Literacy," discusses the design of
education-friendly games. Gee states that video games are excellent "learning machines"
because they maintain a level of frustration which motivates learners to keep playing the
game. "Games can show us how to get people to invest in new identities or roles which
can, in turn, become powerful motivators for new and deep learning in classrooms and
workplaces," Gee explains.
Mediums such as television have been recognized as a useful tool for education, yet the
new medium of video games within the classroom still have a long road ahead. "I believe
that the use of games and game technologies for learning content in schools and skills in

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workplaces will be pervasive in the future," Gee says. "This is education at its best and it
is happening at home, outside of school."
Evidence from within the classroom reveals that gaming technology contains a more
positive attitude and learning intensity. Games for educational purposes, encourages a
healthy competition and detailed learning discussions within the classroom as well as
allowing students an outlet to convey values and express them to others. Through
learning by games, students are lead to explore the possibilities that this process of
connection could lead to a more peaceful and equitable society. Gaming can help to
transform classrooms into vibrant, energetic and fun places to be, which help children
want to learn.
References:
Alexander, Leigh. "Gamasutra Article." Gamasutra Article. UBM Tech Game Network,
26 Apr. 2013. Web. 27 Apr. 2013.
Dylewski, Adam. "Play to Learn: Team Brings Video Games to the Classroom." (June
13, 2006). University of Wisconsin, June-July 2006. Web. 27 Apr. 2013.
Gee, James Paul. What Video Games Have to Teach Us about Learning and Literacy.
New York: Palgrave Macmillan, 2003. Print.