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Game Use in Children’s Lives and in the Classroom

Game Use in Children’s Lives and in the Classroom. Created by: Linae Graupmann. Location of Video Game Use & Who the Players Are. Video game consoles more likely to be in lower income households (Wartella, O’Keefe, & Scantlin, 2000). Multiple computers are likely to be in middle class homes.

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Game Use in Children’s Lives and in the Classroom

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  1. Game Use in Children’s Lives and in the Classroom Created by: Linae Graupmann

  2. Location of Video Game Use & Who the Players Are • Video game consoles more likely to be in lower income households • (Wartella, O’Keefe, & Scantlin, 2000). • Multiple computers are likely to be in middle class homes. • (Holloway & Valentine, 2003). • Boys spend more time playing video games than girls. • Black (25 minutes) and Hispanic (24 minutes) children spend more • time on video games than white children (17 minutes) . • (Roberts, Foehr, Rideout, & Brodie, 1999). • Children start playing computer games as young as nine-months old. • (Rideout, Vanderwater, & Wartella, 2003).

  3. Children’s Interest in Games • 2001 Survey [ESA] for game players • Fun [87%] • Challenging [72%] • Social experience [42%] • Low cost entertainment [36%] • (Kirriemuir, & McFarlane, 2004) • Human/game interaction and reaction • Children are allowed to experiment

  4. Social Interactions Surrounding Games • The location of the gaming equipment affects the social dynamics • around the game playing • “According to their parents, among children who play video games in a typical day. 64% spend most of their time playing with someone else, and half (49%) have a parent in the room with them most or all of the time they are playing” (Rideout, Vanderwater, & Wartella, 2003). • Children use video games as a hobby where friends • can get together to play and discuss games.

  5. Educational Value of Games • Games motivate students to engage in activities for longer periods of time. • Children move from receivers of information to experiencing content. • Children may develop spatial representation, iconic skills, and visual attention. • Children may become more comfortable using computers. • Raises some children’s self-esteem • Activity is fun

  6. Use of Games to Teach • Civilization III to teach history • (Squire, in press) • The Island of Dr. Brain to teach chemistry and math • (Ito,1997) • SimCity 2000 to teach urban planning • (Ito,1997)

  7. The Use of Amazon Trail 3rd grade Partner activity Goal: Students will learn about the Amazon Rainforest and the Amazon River. Activity: Students will play the game with their partner. • Students will then write a journal entry about their travels. • Students will also be responsible for researching specific • information on at least two of their findings everyday.

  8. How children start the game 1) Children pick a guide: Guides are of various genders and races. 3) Children get into a boat and navigate the river. 2) Children select a supplies package.

  9. Children learn to read a map and use a compass to navigate

  10. Once on the river children learn about rain forest animals, fish, and plant life

  11. In the cities children learn about history and science and practice problem solving Learn History Henry Ford’s rubber plantation Practice problem solving Trade Learn Science botany Cortez

  12. Bibliography Holloway, S.L., & Valentine, G. (2003). Life around the screen: The place of the ICT in the family’ home, Cyberkids: Children in the information age (pp. 99-126). London: Routledge Falmer. Ito, M. (1997). Kids and simulation games: Subject formation through human-machine interaction. Paper presented at the Annual meeting of the Society for the Social Studies of Science (4S). Kirriemuir, J., & McFarlane, A. (2004). Literature review in games and learning. Nesta Futurelab Series: report 8. Retrieved January 26th, 2005, from http://www.nestafuturelab.org/research/lit_reviews.htm Rideout, V., Vanderwater, E., Wartella, E., (2003). Zero to six: electronic media in the lives of infants toddlers and preschoolers. The Henry J. Kaiser Family Foundation. Roberts, D., Foehr, U., Rideout, V., Brodie, M. (1999). Executive Summary: Kids and media at the new millennium (p. 42 –56). The Henry J. Kaiser Family Foundation. Menlo Park, California. Sanger, J., Willson, J., Davies, B., & Whittaker, R. (1997). Keeping IT in the family: Computer games and families, Young children, videos and computer games: Issues for teachers and parents (pp. 63-96). London: Falmer Press. Squire, K.D. (in press). Civilization III as a world history sandbox. To appear in Civilization and its discontents. Virtual history. Real fantasies. Milan, Italy. Ludilogica Press. Valentine, G., Holloway, S.L., & Bingham, N. (2000). Transforming cybespace: Children’s interventions in the new public sphere. In S.L. Holloway & G. Valentine (eds.), Children’s geographies: Playing, living, learning (pp. 156-173). London and New York: Routledge. Wartella, E., O’Keefe, B., & Scantlin, R. M. (2000). Growing up with interactive media: What we know and what we don’t about the impact of new media on children – Executive Summary (pp. 1-16).

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