Web+Games

= Web Games = Anne Marie Sengillo

Description and Uses of Technologymedia type="custom" key="10989270" align="right"
Web games is a term that can be used to describe many types of interactive activities found online. The fundamentals of web games normally include using a computer mouse or keyboard to navigate around a screen. They are normally playable using a PC or a Macintosh computer. They can also be played on small portable electronic devices, like a Game Boy, handheld PC, or mobile phones to name a few (Kirriemuir, 2002). Web games can be considered role playing, action, adventure, fighting, sports, simulation, and real time strategy games (Wideman et al., 2007). Originally web games were thought as a means of entertainment, but a shift has begun to occur in which web games are now being deemed educational in some sectors. They are now called “edutainment” because they involve education and entertainment (Gros, 2007).

When used in an educational setting, web games are found to be defined as an activity performed on screen that follows a structure that has rules, boundaries, and rewards (Hawks & Reason). They are an electronic medium that has targets and/or goals to be reached by a group of learners. These games are usually specifically designed to teach a certain group of students about a specific subject, which may consist of teaching a concept, helping to understand a historical event, and/or reinforcing skills (Kirriemuir, 2002).

Important Findings on Student Outcomes
In an educational setting web games have been shown to help students process information quickly and determine the relevance of information quickly by learning to process information in parallel while playing web games (Klopfer, Osterweil, & Salen, 2009). By using web games students can have increased hand eye coordination and honed motor skills. Playing strategy based games have been shown to help students increase planning and decision making skills by being given goals during the web game and finding ways to accomplish them (Hawks & Reason). While participating in collaborative web games students have been shown to develop group decision making skills as well as other deep communication skills (Sardone & Devlin-Scherer, 2010).

Using web games has also enhanced learning by giving students an increased interest in learning. Web games have the ability to transform learning from a involuntary attempt to solve problems in order to learn to a voluntary attempt to solve problems in order to learn. Learning now becomes a lusory activity (Kupperman, Stanzler, Fahy, & Hapgood, 2007). When students are more interested and intrinsically motivated on a subject matter retention of the subject matter has been shown to increase (Sardone & Devlin-Scherer, 2010).

Web games also allow students to engage in activities that would be too costly or dangerous to experience in the classroom. StarLogo: The Next Generation creates digital simulation so students can examine factors of a forest fire or experience evolution. Students may also participate in a fictional diplomatic trial set in ancient Spain with other students across the country using the online simulation JCAT. Without the use of web games, events like these would not be feasible to experience (Hong et al., 2009).

Emerging Trends and Open Issues
With 99% of schools in America having internet access, the usage of web games in educational settings is on the rise (Ikpeze & Boyd, 2007). With that increase more schools are experiencing success and issues surrounding web games. Some individuals feel that web games may lead to more aggressive and violent students. If a student is playing a web game with aggressive themes they may act in that aggressive manner they just observed. It has also been suggested that web games can become addictive (Kandell, 1998) In the past ten years college students have shown an increase dependence on web games and the internet. Having web games in the classroom at an early age may increase the likelihood that a student could become addicted to web games.

Physical problems have also been noted. If web games are played for an extended amount of time eyestrain, headaches, fatigue, tendonitis, repetitive strain injuries, and mood swings have been shown to occur in a few students. But most of these injuries are rare and temporary (Mitchell & Savil-Smith, 2004). Another issue surrounding using web games in an educational setting is that some teachers are not confident users of web games (Perrone, Clark, & Repenning, 1996). If a teacher is not fluent in the web games they are teaching, then the web games will not be used as effectively. Web games could take over a class instead of enhancing the class. If that occurs a teacher is forming their lesson around the game and not around the actual objectives of teaching and learning.

With the advancement of artificial intelligence (AI) web games are becoming even more realistic and effective in a learning environment. While playing adventure games students will be able to experience a role in near real life settings while learning more about the setting itself.

Mobile devices and other hand held gaming systems are becoming more common as well. With the advancement of this technology, web games will become even easier to access and use in an educational setting. The increasing usage of iPads in the classroom makes integrating web games into the classroom even more convenient (Mitchell & Savil-Smith, 2004).

To help the use of web games in education grow the Institute of Play is forming a new type of school. Here programs are being created to educate teachers to use digital media and games effectively in the classroom. The teachers then will bring their knowledge to a 6-12 grade public school called Quest to Learn in New York City. This school will use game inspired methods and web games to teach critical thinking as well as traditional subjects (Klopfer, Osterweil, & Salen, 2009).

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Kandell, J. (1998). Internet addiction on campus: The vulnerability of college students. ====//CyberPsychology & Behavior //, //1 //(1), 11-17. ====

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Kupperman, J., Stanzler, J., Fahy, M., & Hapgood, S. (2007). Games, school and the benefits of inefficiency. ====//<span style="color: #000000; font-family: Arial,sans-serif;">The International Journal of Learning //<span style="color: #000000; font-family: Arial,sans-serif;">, //<span style="color: #000000; font-family: Arial,sans-serif;">13 //<span style="color: #000000; font-family: Arial,sans-serif;">(9), 161-168. ====

Mitchell, A., & Savil-Smith, C. (2004). ====//<span style="color: #333333; font-family: Arial,sans-serif;">The use of computer and video games for learning //<span style="color: #333333; font-family: Arial,sans-serif;">. (p. 208). London: Retrieved from `[] ====

Perrone, C., Clark, D., & Repenning, A. (1996). Webquest: substantiating education in edutainment through interactive learning games. ====//<span style="font-family: Arial,sans-serif;">Computer Networks and ISDN Systems //<span style="font-family: Arial,sans-serif;">, //<span style="font-family: Arial,sans-serif;">28 //<span style="font-family: Arial,sans-serif;">(7), 1307-1319. Retrieved from [] ====

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Reviewed By: (Cuiling Lu, Peer Review Name 2) and Barb Kerdolff

<span style="color: #333333; display: block; font-family: 'Times New Roman',serif; height: 1px; left: -40px; line-height: 200%; margin-bottom: 0in; overflow-x: hidden; overflow-y: hidden; position: absolute; top: -25px; width: 1px;"> (2003). Harnessing the power of games in education. //Insight//, //3// , 1-30. Retrieved from [][| 1_Vision.pdf] <span style="color: #333333; display: block; font-family: 'Times New Roman',serif; font-style: normal; height: 1px; left: -40px; line-height: 200%; margin-bottom: 0in; overflow-x: hidden; overflow-y: hidden; position: absolute; top: -25px; width: 1px;">Egenfeldt-Nielsen, S. (2005). //Exploring the educational potentials of computer//. (p. 208). IT-University of Copenhagen. <span style="color: #333333; display: block; font-family: 'Times New Roman',serif; height: 1px; left: -40px; line-height: 200%; margin-bottom: 0in; overflow-x: hidden; overflow-y: hidden; position: absolute; top: -25px; width: 1px;"> Gros, B. (2007). Digital games in education: the design of games-based learning environments. //Journal of Research on Technology//, //40// (1), 23-38. Retrieved from [] <span style="color: #333333; display: block; font-family: 'Times New Roman',serif; height: 1px; left: -40px; line-height: 200%; margin-bottom: 0in; overflow-x: hidden; overflow-y: hidden; position: absolute; top: -25px; width: 1px;"> Hawks, A., & Reason, C. (n.d.). //The benefits of educational computer games//. Retrieved from [][| educational-computer-games] <span style="color: #333333; display: block; font-family: 'Times New Roman',serif; font-style: normal; height: 1px; left: -40px; line-height: 200%; margin-bottom: 0in; overflow-x: hidden; overflow-y: hidden; position: absolute; top: -25px; width: 1px;">Kirriemuir, J. (2002). Video gaming, education and digital learning technologies. //D-Lib Magazine//, //8//(2), Retrieved from http://www.dlib.org/dlib/february02/kirriemuir/02kirriemuir.html <span style="color: #333333; display: block; font-family: 'Times New Roman',serif; height: 1px; left: -40px; line-height: 200%; margin-bottom: 0in; overflow-x: hidden; overflow-y: hidden; position: absolute; top: -25px; width: 1px;"> Klopfer, E., Osterweil, S., & Salen, K. (2009). //Moving learning games forward//. Retrieved from http://education.mit.edu/papers/MovingLearningGamesForward_EdArcade.pdf <span style="color: #333333; display: block; font-family: 'Times New Roman',serif; height: 1px; left: -40px; line-height: 200%; margin-bottom: 0in; overflow-x: hidden; overflow-y: hidden; position: absolute; top: -25px; width: 1px;"> Klopfer, E., Osterweil, S., & Salen, K. (2009). //Using the technology of today, in the classroom today//. Retrieved from [] <span style="color: #000000; display: block; font-family: 'Times New Roman',serif; font-style: normal; height: 1px; left: -40px; line-height: 200%; margin-bottom: 0in; overflow-x: hidden; overflow-y: hidden; position: absolute; top: -25px; width: 1px;">Kupperman, J., Stanzler, J., Fahy, M., & Hapgood, S. (2007). Games, school and the benefits of inefficiency. //The International Journal of Learning//, //13//(9), 161-168. <span style="color: #333333; display: block; font-family: 'Times New Roman',serif; font-style: normal; height: 1px; left: -40px; line-height: 200%; margin-bottom: 0in; overflow-x: hidden; overflow-y: hidden; position: absolute; top: -25px; width: 1px;">Levasseur,, A. (2011, August 03). //The literacy of gaming: what kids learn from playing//. Retrieved from [] iteracy-of-gaming-what-kids-learn-from-playing215.html <span style="color: #333333; display: block; font-family: 'Times New Roman',serif; font-style: normal; height: 1px; left: -40px; line-height: 200%; margin-bottom: 0in; overflow-x: hidden; overflow-y: hidden; position: absolute; top: -25px; width: 1px;">Max, K. (2011, April 17). //The benefits of educational computer games for kids//. Retrieved from [][| computer-games-for-kids/3106/]

<span style="color: #333333; display: block; font-family: 'Times New Roman',serif; height: 1px; left: -40px; line-height: 200%; margin-bottom: 0in; overflow-x: hidden; overflow-y: hidden; position: absolute; top: -25px; width: 1px;"> Mitchell, A., & Savil-Smith, C. (2004). //The use of computer and video games for learning//. (p. 208). London: Retrieved from `http://gmedia.glos.ac.uk/docs/books/computergames4learning.pdf <span style="color: #333333; display: block; font-family: 'Times New Roman',serif; font-style: normal; height: 1px; left: -40px; line-height: 200%; margin-bottom: 0in; overflow-x: hidden; overflow-y: hidden; position: absolute; top: -25px; width: 1px;">Perrone, C., Clark, D., & Repenning, A. (1996). Webquest: substantiating education in edutainment through interactive learning games. //Computer Networks and ISDN Systems//, //28//(7), 1307-1319. Retrieved from http://iw3c2.cs.ust.hk/WWW5/www5conf.inria.fr/fich_html/papers/P36/Overview.html