Computer Games

Introduction

Computer invention and the innovations that have been brought through its continuous use are considered to the greatest thing in the recent past. Electronic games have been widely used in the west as leisure and playing tools for more than seven decades, but recent exploits in computer technology have brought more intricate games that have replaced most of the electronic games. Using different themes, programmers are able to achieve more realistic features in the games that have made them attractive even to the grownups. Theorists argue that continuous playing improves on the precision of the user e.g. car racing games have been attributed with improved driving skills. Use of video games as a learning tool however has not been popular with many institutions. Although, games are considered as a tool for passing on intelligence, many critical still believes that games are efficient time wasters (Dipetro et al 2007). This research paper will seek to establish the important aspects that can be brought by use of games in learning institutions. The research paper shall explore existing literature on the use of games and their importance in learning.

Simulation

Computer games provided a world in a box. The player is provided with an almost ideal world situation that they possible could not experience in real life. In the game crucial decisions are prompted and which have consequences in the subsequent levels of the game. Total concentration from the player is paramount because the score/results from the player are ultimately determined by how keen the player was with every move they made. With the correct simulation, games provide users with experiences that only demand for minimum adjustment before they can be applied in real life. Games, unlike lectures provide the student with options that they can try out and test the outcomes. While the lecturer might explicitly explore the subject in question, a game gives the option of trying out which is not possible in a lecture. When different people with varying capabilities engage one another in a game (online environment) they are likely to explore the depths of their intelligence and consequently learn from each other. Simulation is vital in creation of random but fair challenges to different individuals simultaneously and thus eliminating the possibilities of unfairness.

Experience in Virtual World

Different people want to experience the world like it’s in a ball, meaning people who want to learn will actually take new identity.  For example if one feel s/he want to be the greatest boxer s/he need to really put him/herself in that world and learn the necessary skills to become the greatest in their virtual world.

Games provide people with an opportunity to experience what other professionals go through. An ideal example is playing America’s Army game; you will be in a position to know what kind of experience the military go through while on the job. Another interesting part of playing games is that they give you a chance to reminisce on your past experiences for instance what you read in a book and a magazine is brought to the fore of your memory when you interact with different levels of the game.  Through experimentation of maneuvers in the game you can relive the memories of a story in a book/magazine.

Anxiety

Another good thing about playing game is that it increases the game community where the players have to explore and get recourses and materials needed for the game as well as communicate together. Through use of multiplayer, different aspects of the community can be tried and implemented. At the same time the groups’ harmony is imparted through common pursuits in the game. One of the nice things noted in games is that there is mix of skills, knowledge and experience from various key players which forms a virtual umbrella like a group of worriers teamed up going for a war. Members in the umbrella have to share ideas on what to do or what tact is needed to win the war. The different on massive multiplayer game is that when one player does something in that world it changes the environment completely. When students are prompted to work on a common project, in a game, they will use their creativity to come up with an absolute product that will enhance their next level of the game (Baer et al 2004. This makes games a vital uniting tool that teaches students to work harmoniously for a common good.

Learning

Game player often influences Language and motion. When players engage themselves for long time durations in a particular game, they tend to be familiar with the contents and cues that are around them at large. This is why most of the people tend to learn foreign language faster in other countries than they can learn in their own country sitting in their classrooms. It has been observed that many young children are now getting vocabularies from these games and using them in their classes which actually help them gain extra knowledge and understanding from the games (Foreman 2004).

Games influences the performance of students in particular subjects. Tricks and maneuvers made in the games helps the kids learn new ways of approaching their classes; this has particularly created subject biases with subjects such as physics gaining popularity amongst young boys. At the same time it has been noted that the best way of learning is through application; through use of words students hear in the games, student get prompt responses to actions borrowed from the games. It would be more interesting and important if students would allow designing software rather than writing of papers (Annetta et al 2006). This would greatly benefit business world with many more kids expected to utilize the chance to explore their creativity. Kids and students think more critically in terms of developing systems that will move data across the planet, and how to change sales. Designs based on the acquired knowledge, would not only benefit the individual students but it would also benefit our world at large.

Culture Differences

Davis (2009) says, “it’ s time the government should help us to find a way to embrace and integrating technology to our academic system the government plus its people should work together to do this”. The government should drive the way so as they will produce the necessary market and the technology to make it easy for learning. By embracing technology, the government should provide learning institution with enough funds in order to start and accomplish their projects that will intern stimulate the growth in the educational technology sectors. The government should encourage the application of cultural diversity in technological innovations. There is no better chance for bringing equity and harmony amongst different cultures than by making games that merge the diversities. This can be an opportunity to also burry the ugly era that was marked with hatred amongst different communities.

Conclusion

Video games can produce diverse results in kids and students. The designs are made through individual innovation and thus the results are range from brilliant to perverted ideas. The government and other stakeholders are charged with the responsibility of ensuring that only the suitable video games find their way to learning institutions.  Recent trends in technological development prompt a change in teaching methods. It’s high time that learning institutions responded to the calls and made video games a basic teaching tool.