Canadian Study Finds Games Useful Educational Tools

A new Canadian study has tried to take an objective look at video games as learning tools, particularly since the medium is so popular among children and teens.

Under the headline "The Video Game Debate: Bad for Behaviour, Good for Learning?", the Canadian Council of Learning article cites several sources for its analysis, going back as far as 1991. It begins by acknowledging the popualrity of video games (citing U.S. numbers) as well as looking at whether video games can be helpful or harmful.

While some studies seem to go in with predetermined conclusions, this one seems to sit on the fence in its early analysis:

Frequent and unrestricted use of recreational video games may compromise academic performance. Several studies have shown that students of all ages who spend more time playing video games have lower grades than their peers who devote less time to video gaming. This type of correlation should be interpreted cautiously: while research implies that playing video games causes students to perform poorly in school—it could also be the case that students who do poorly in school are more inclined to play video games. Interpretive issues aside, devoting long hours to recreational video game playing clearly does not contribute to academic achievement. (Ed.: emphasis added)

While the study acknowledges the potential tie to violence and aggression, the opposite was also studied, citing video game advocate James Paul Gee's argument that video game players become engaged in powerful forms of learning because:

• They engage players in a problem-solving cycle similar to that in experimental science, based on hypothesis, experimentation, deduction and renewed experimentation.
• Players can customize games to suit their learning styles, encouraging creativity (e.g., designing new skate parks in Tony Hawk skateboard games).
• Players are able to view the world through multiple identities.
• Players are encouraged to take risks and try new things.

The study goes on to examine various types of video games and discuss their possible usefulness as educational tools. In the end, the article concludes:

The tremendous popularity of video games means they have enormous potential as learning tools that capture students’ attention and fire their imaginations. Harnessing that potential requires careful attention to design features and appropriate training for teachers. The understanding of links between video games and learning is still very much at a nascent stage both with regards to game design and effective delivery. As video games in education are gaining attention, it becomes more and more critical to understand why and how games can affect students.

The study comes at a time when Canadian Heritage has funded $375,000 for the creation of a video game and web site to teach "First Nation" youth about their heritage. Tracy Lavin, principle researcher for the CCL article, said:

"It is important to utilize all the resources at our disposal to enhance student learning in any setting. It makes sense to draw on students' fascination with video games in order to expand their learning opportunities and improve their learning outcomes."

The Canadian Heritage game is in open beta and is being developed by BlackCherry Digital Media.