Title: Game Based Learning K-12 (Preschool)
Author Name: Breanna Minor
1. Introduction
Digital game-based learning (also known DGBL) has been introduced in many grade levels of the education field. In this chapter we will focus on the devices that preschooler students use to play the digital games but first we must discuss why the devices are important. Preschooler students are ages 2-6 years old within an educational institution [Nacher, Garcie-Sanjuan, Jaen, 2016]. It’s a known fact that children enjoy playing games, and in early childhood developing motor skills is a crucial moment [Hsiao, Chen 2016] [1]. Preschooler students are in the preoperational cognitive stage in which they recognize color, shape, size and adapt language to the world [Hsiao, Chen 2016]. Within a classroom (or even in-home), preschooler students can interact with game-based learning to develop intellectual, cognitive, and motor skill abilities [Nacher, Garcie-Sanjuan, Jaen, 2016] [2]. Motor skill development is crucial because students’ cognitive learning is based on movement sensitivity [Gallahue and Donnelly, 2003, Sun et al., 2010].
One way the educational field has contributed to the latter stated sentence is through the technology of digital game-based learning. If the digital dgames are adaptable and provide challenging and supportive activities that are not too hard or easy, there will be positive outcomes [Vanbecelaere, 2020]. DGBL features with attributes such as “fantasy linked activities, challenging goals and immediate feedback could promote learning and motivation in students” [Yang, Quadir,Chen, 2019] [3]. In recent research, taken form Van Eck [2016] study, shows that DGBL has been proven to cognitive abilities in students which includes visualization, mapping and attention [Zulkiply, Aziz, 2019] [4]. Digital game-based learning is also known to inspire creativity to younger children [Behnamnia, Kamsin,Ismail, Hayati, 2020] [5]. Psychologists have proven that the preschool period is when imagination is at its highest point in children, making them happier and connecting lessons to real world in the future. Students can link different parts of information learner earlier with the parts they have learned during the learning process (metacognition) [Zulkiply, Aziz, 2019].
Having variety throughout the game catches the students’ attention versus playing a game the same way all the time could bore the student quickly [Ongoro, Mwangoka, 2019] [6]. Digital games can assist children with living in the real world and enhance their level of learning [Behnamnia, Kamsin,Ismail, Hayati, 2020]. Furthermore, the learning process involved in digital game-based learning allows for curiosity to occur in preschool children, paving a way for them to solve problems “by creating attractiveness in the visual space, which, in turn, increases children’s satisfaction” [Behnamnia, Kamsin,Ismail, Hayati, 2020]. In addition, digital games allow for dual encoding which means “storing a concept both in mind and linguistically” [Rasti-Behbahani, 2021] [7] . The previous statements of how digital game-based learning affects preschool students is observed while students interact with games on multiple devices such as computer, laptops, tablets, digital tabletops, and smartphones. Throughout this chapter we will discover (as recognized in the case study of Nacher, Garcie-Sanjuan and Jaen, [2016] the problems that are faced with game-based learning for preschoolers, the proposed solutions, outcomes, and implications as related to the devices used.
2. Overview of the Case
Digital game-based learning can be provided to students within a classroom or in-home. Digital games are offered through apps and websites. Students playing game-based learning games in a classroom setting could use devices such desktop computers, laptops or tablet. In other cases, game-based learning can be used on a mobile phone (for example: in home). In the classroom Although digital game-based learning is intended to support the development of learning, there are some issues with the approach of digital game-based learning for preschoolers. One drawback occurs according to using a certain type of device [Nacher, Garcie-Sanjuan, Jaen, 2016]. For example, desktop/laptop computers offer limited mobility for the students, the desktop computer is completely stationary while the laptop is too heavy for the preschooler to move around with. The preschooler student would be more at ease and comfort if the devices were more portable. In addition to the design of desktop computers and laptops, another problem presents itself, keyboard keys [Nacher, Garcie-Sanjuan, Jaen, 2016]. Students could get confused while being asked to press certain keys while playing a digital game, blocking an opportunity and motivation to learn.
A third problem shown in the approach of game-based learning includes the students’ interaction with the device. With desktop computers and most non-touch screen laptops, the students aren’t able to exercise their motor skills properly due to mouse clicking touch pad pressing during a game. More movement of hands and fingers is more ideal in exercising motor skills. A fourth problem mentioned is that computer (and most non-touch screen laptops) screens are not interactive. Because younger children have a short attention span and seeks exciting activities, the non-interactive screen could loss the student’s attention.
3. Solutions Implemented
Instead of issuing games for preschooler students on desktop or laptop computers, the devices of presentation could be handheld tablets or digital tabletops (smartphone devices if using games in-home). Tablets offer more flexibility allowing the student to either lay the device flat (offering a choice to play in a social setting versus isolated setting) or pick it up in their hands while interacting with the game in play. Even though digital desktops are more stationary than tablets, the desktops still offer interactive animation. For example, I child could be asked by a jumping animated seal to match cards on card matching game to test their memory, tapping the cards to turn them over on the larger screen. Another example could include a student touching on a block that an animated cat asks them to touch and sound out a word. This example could also foster dual encoding (mentioned earlier in this chapter). The digital desktop device is stationary; however, the larger screen and touchscreen ability could capture the child’s attention more. In the Nacher, Garcie-Sanjuan, Jaen, (2016) study, young children that were able to play learning games on a digital tabletop in an interactive environment were able to practice collaboration and engagement. Nacher, Garcie-Sanjuan, Jaen, (2016) mentions a study that describes younger children having a more positive outcome with mathematics by using game-based learning on a tablet versus through traditional learning [Zaranis et al, 2013] [8] .
Another feature that tablets offer are the multi touch function, same as the digital desktop example. This feature perhaps offers solutions to two failing designs of desktop and laptop computers, the keyboard and mouse. Nacher, Garcie-Sanjuan, Jaen, (2016) also pointed out that in a study by Chiong and Shuler, touchscreen tablet learning games that used audiovisual affects result in vocabulary awareness [9]. Animations on the touchscreen surface are interactive can help assist with eye-hand coordination and other skills. For example, an animation pops up on the screen asking the student to click on an area. The animation’s appearance catches the student’s attention and allows for information processing. This technique follows Gagne’s learning theory (capture the learner’s attention) [Zulkiply, Aziz, 2019] [10]. In another study, it is proven that motor skills and cognitive development could be supported by gesture interactive game-based learning (GIGL) with interfaces such as (such as Microsoft Kinect, ASUS Xtion PRO, Nintendo Wii, etc.) materials (learning through movement) [Hsiao, Chen 2016] [11]. Tablets also provides interactive surfaces (screens) for children to engage with. For example, the screen can turn according to how the student has placed the tablet (horizontal or vertical).
4. Outcomes
Findings show that since preschooler students can place the weight manageable tablets flat on a surface or move around with it, preschoolers are able to use the device with comfort and ease. In a classroom setting, some students opted to play in a group with the devices laid flat on their tables, encouraging more play time on the learning games. Digital desktops also encourage collaboration among students, playing games side by side. In the study by Nacher, Garcie-Sanjuan and Jaen’s study [2016], finding also show that these multi touch functions allow for preschoolers to engage in one finger rotation gestures without assistance (elimination of mouse clicking). Preschooler students practice dragging, tapping, double tapping, long pressing and scaling up or down). Because the entire screen accounts for the replace of the mouse and keypad, students are not faced with the challenge of determining which buttons to press or which sections on the mouse to click. Nacher, Garcie-Sanjuan and Jaen’s study [2016] also highlights the observation that the interaction provided by digital tabletops through the multi touch feature can be extended with the use of tangibles, providing a more natural and inherent form of interaction. Since the screen is also interactive, the students have more control (avoiding complex instructions) of the screen and are more engaged [Nacher, Garcie-Sanjuan, Jaen, 2016] [12]. Students can challenge how well their motor skills are by using their fingers more.
5. Implications
Digital game-based learning that is presented to preschool students can be quite rewarding. Curriculum in the digital games that present certain attributes that are challenge, fantasy-like and have immediate feedback could promote learning and motivation. Not only are the students having fun but they’re also developing motor and cognitive skills. Preschool students are at a crucial developing stage in their lives which motor and cognitive skills are important to foster. Because of the digital based game’s nature, students can engage in dual encoding (storing concept in mind and linguistically). It has been proven that movement plays a large role in the support of the latter stated skills. Digital game-based learning can also inspire preschool students to be creative. Due to preschoolers’ level of imagination, they are happier while learning and can connect learning to the real world in the future. Digital games must offer a variety of ways to teach the same lesson, or else the student will get bored quickly learning the same way all the time. Students can improve their cognition through knowledge mapping, visualization, and metacognition.
Replacing desktop and laptop devices with handheld tablets or digital desktops (or smartphone in a home setting) allows for the students to have more flexibility in learning setting. Tablets and mobile devices allow for students to practice their motor skills more freely with multi touch functions such as tapping, double tapping and dragging. Tablets and digital tabletops offer a less confusing experience for preschool students because there is an elimination of keyboard keys during the time of learning while playing a game. The portability of tablets can also allow for collaboration and engagement within interactive environments. With the use of digital tabletops, students can translate their learning into using tangibles, making learning more inherent.
References
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Hsiao, H.-S., & Chen, J.-C. (2016). Using a gesture interactive game-based learning approach to improve preschool children’s learning performance and motor skills. Computers & Education, 95, 151–162. https://doi.org/10.1016/j.compedu.2016.01.005
Vanbecelaere, S., Van den Berghe, K., Cornillie, F., Sasanguie, D., Reynvoet, B., & Depaepe, F. (2020). The Effectiveness of Adaptive versus Non-Adaptive Learning with Digital Educational Games. Journal of Computer Assisted Learning, 36(4), 502–513.
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