According to Munoz, Kevitt and Lunney, unlike the traditional tutoring which depends on the subject taught and the knowledge and experience of the lecturer, educational games and virtual learning environments (VLEs), give the students the topic which they need to learn and at the same time they are able to attain the skills needed to manage the VLEs (Munoz, McKevitt and Lunney 2). They went on further to say that whereas traditional learning poses a problem in adaptability to the pace of each student; VLEs are able to adjust easily to each student’s pace.
collaboration, healthy competition, and detailed learning discussions” (Bouchaut, Cig and Dekker 9). Moreover, they stated that the “virtual world will help transform the classroom into a vibrant, energetic, and crucially learning focused place where students will actually want to learn more” (9). These findings can lead one to believe that video games are great motivators for students to learn new lessons. The colors, music and the scenario in most games rouse the learning process of the students. Studies have shown that video games increase the cognitive skills of individuals. Moreover, multi-player games were found to promote competition and cooperation and are viewed as effective tools of teamwork (Foreman, Gee and Herz , par 22). Foreman, et al. also stated that video games develop communication and decision-making skills among community players.
Having discussed the benefits gained from using VLEs, it is important to also look at the other side of the coin. A major drawback presented by critics of video games being used in education is the possibility that students might get too consumed by the games, thereby losing track of the real purpose which is to educate. Some even fear that it may cause addiction among students which will result in more time spent in front of the computer (Bakar, Inal and Kagiltay 2).
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