Learning Gains from Using Games Consoles in the Classroom

This weeks post is going to focus on using  Dr Kawashima's Brain Training in the primary classroom. I chose this topic following this weeks input in which three University of Dundee lecturers came and spoke to us about the use of games consoles in the primary classroom. David Miller explained his research project on Dr Kawashima's Brain Training and its results, Divya Jindal-Snape discussed her research on using Guitar Hero during the transition between Primary and Secondary School. Finally, Jill Shimi presented her research on the use of Nintendogs in the lower primary classroom, and the games advantages.

Games Consoles have not traditionally been used in the classroom, however they are becoming a more common feature now. I wonder if in the future they will be in every classroom? According to Buckingham (2007) researchers are now excited about the potential and benefit of using commercial games in the classroom. The games I mentioned above are commercial games, known as COTS games (Commercial Off The Shelf games).

David Miller and Derek Robertson conducted a research project on using Brain Training, for the Nintendo DS, in the primary classroom. An Initial, small scale study was carried out using three primary 6 classes, with two classes using the DS and one control class. The 'DS' classes completed a 100 sum arithmetic test when they came in to school in the morning, they would then play Brain Training for 20 minutes and then complete another identical arithmetic test. This initial study showed that the children's accuracy had improved and the time it took the children to complete the test had decreased. This in turn, boosted self esteem in the class as a whole.

This study however could not prove that using Brain Training was beneficial to every pupil in Scotland as it was only done on a small scale using 3 classes. Miller and Robertson then embarked on a much larger study over 9 weeks, using 634 P6 children from 32 schools and 4 education authorities. These schools were chosen at random although they were all mostly in deprived areas. The classes were randomly selected to be either the Nintendo group, where the children would use the DS first thing in the morning for 20 minutes, 5 days a week, with one 'Brain Age' check each week, or a control group, where there was no change to the children's daily routine. Training sessions were provided for teachers in the Nintendo groups

The findings of this study were similar the small scale study but on a larger scale. Although accuracy and speed had increased over the 9 weeks in both groups, the Nintendo groups accuracy had increased by 50% more than the control group. The Nintendo groups speed had improved by up to 4 minutes in comparison to the control group. The teachers of the Nintendo groups also reported an improvement in the truancy rate and that children were arriving at school more punctually. I believe that this is because children were more motivated to come to school, I mean hoe many children don't want to play a computer game! It was reported that children had a greater sense of responsibility as it was up to the pupils to make sure that the consoles were charged and stored correctly. They also took responsibility for handing them out and collecting them in each day. Surprisingly, there was also an improvement in the pupils handwriting. Teachers believed this was because the if handwriting wasn't neat when a child was answering a question, the DS would not accept the answer. This gave the children a purpose to write neatly.

Miller and Robertson (2010) full research paper can be found here

I found this input from David Miller both interesting and thought provoking. I do believe Brain Training would be an excellent teaching resource, however I do wonder how readily available it is in schools at the moment. The schools that I have been at for placements certainly did not have Nintendo DS's available for the children. I think this may be because of the cost of the consoles themselves. I think this could be overcome in schools if classes shared consoles, for example, If the school bought 30 units, they could be used at different point throughout the day by each year group.

Children are now born into a digital world, where technology is used daily. According to Prensky (2006) this makes children of today 'Digital Natives' where as many teachers would be classed as 'Digital Immigrants'. I wonder if this is why some teachers are apprehensive about using technology such as the DS in their classrooms, are they scared of the unknown?

Missy Mack cites Prensky (2006) "Today's average college grads have spent fewer than 5000 hours of their lives reading, but often more than 10,000 hours playing video games" (p27). I agree with her point that if children are spending so much time playing games, teachers should be using these games to engage their learners.

Computer games engage children because they know how to play them and they enjoy playing them. As a student teacher there is nothing I want more than to engage my pupils as I believe that when children are engaged, behaviour management can be less of an issue. Prensky states that playing computer games is an "activity they [the pupils] want to do"(p5). This can be linked to Curriculum for Excellence (2010) principles. Relevance is one of these principles. Pupils need to understand why they are doing an activity, it needs to have a purpose. This was exemplified in Miller's (2010) study, when he referred to the improvement in the pupils handwriting. Using Brain Training also gives opportunities for Personalisation and Choice. Children can work at their ability level and complete various activities, depending on what interests them. It also provides Challenge and Enjoyment. Children can challenge themselves when completing weekly brain age checks, trying to beat their score from the previous week in an enjoyable way. Missy Mack states that "children need to learn that life is not about competing with others; building your own knowledge and skills so that you can achieve a higher score next time to benefit yourself is more important." I agree with this as children will often compete to be the best, but they need to understand that challenging themselves is equally important.

Brain Training game can also track a childs progress on a graph, although, if consoles were being shared between classes this may not be possible. I think If i were to use Brain Training with a class, I would give each pupil a 'Brain Book' where they could note their scores and any problems they may be having with the game. This could also be taken home to show parents, maybe the parents could get involved and do a brain age check themselves!

I do hope that I have the chance to use Nintendo DS's in the classroom in the future, even though 30 children with games consoles at one time sounds pretty daunting! I believe that games based learning is going to be a massive part of our future as technology is continuously advancing, however I don't think that it should ever completely take over the classroom as there are other learning strategies and methods that are more appropriate to certain situations. It seems there is no escaping technology now, even books are turning digital, through devices such as iPad, Kindle and Kobo. Apple are now launching

iBook Textbook, a paper free textbook for iPad. Is our future going to be completely paper free? 

Reference

Buckingham, D (2007)  Beyond Technology Children's learning in the age of digital culture. Cambridge: Polity Press.

Prensky, M (2006)  Don't bother me mom - I'm learning. Oakcrest Avenue: Paragon House

Scottish Government (2010) Principles for Curricular Design. Available: http://www.ltscotland.org.uk/understandingthecurriculum/howisthecurriculumstructured/principles/index.asp