VIDEO GAMES: ENTERTAINING AND EDUCATIONAL?

by

Tiffany M. Coopman

A thesis submitted in partial fulfillment

of the requirements for the degree of

Master of Education

at

Carroll University
Waukesha, Wisconsin

Fall, 2008
 A thesis entitled

VIDEO GAMES: ENTERTAINING AND EDUCATIONAL?

Submitted to the Carroll University Library in

partial fulfillments of the expectations
and academic requirements of the
degree of Masters in Education

by

Tiffany M. Coopman

/1!IZ!Og
Date

I ?-fB
Date
 ii

PREFACE

It all began with an article. As I was blindly (and frantically) searching articles of

interest to determine a thesis topic, a subject of a year-and-a-half-long commitment, I

found the article What can video games teach about teaching reading? by Catherine

Compton-Lilly. The thought of video games, coveted attention-grabbing childrens toys,

helping my first graders with reading was fascinating. If this was true that video games

can potentially help with reading, what other possibilities did they have?

With all the negative association with video games, I have to admit that I like

them. I mean, I know there is a point when they can interfere with ones daily processes

but overall I think they have understated benefits, especially for children. I dont know

how many parents of first graders, especially of boys, have told me that their child just

isnt interested in learning the ABCs or learning to read. Yet, how many of those

children are intrigued and enthralled by the world of technology? How many would love

to learn those concepts with the touch of a button and the liveliness of graphics on a

screen?

I began researching the effects of video games and found that most data referred

to children eight years and up. My first graders werent even acknowledged! I wondered

what kids, parents, and teachers (especially those with children of their own) thought of

video games and their possible positive and negative effects. From there, my thesis was

born.
 iii

ACKNOWLEDGEMENTS

I would like to thank my family and husband Josh for their love and support as I

continue my educational journey. They have sacrificed time and energy in order to help

me succeed in my lifelong dream of continuous professional development.

In addition, I would like to thank my mentor and friend, Corinne Thyes, who

helped make this possible. Her feedback and timeliness was crucial to the

accomplishment of my thesis.

I would also like to thank my facilitator and research group. They helped make

my experience celebratory as they were with me through all the stages.

 iv

ABSTRACT

VIDEO GAMES: ENTERTAINING AND EDUCATIONAL?

by

Tiffany M. Coopman

Carroll University, 2008

Under the supervision of Wilma Robinson

Provenzo (1992) stated, Video games are a major consumer product for our children

one that might soon be in the classroom. The purpose of this study was to discover if there

were positive effects and skills from playing video games and whether they could be

transferred into the elementary classroom to enhance student learning. This inquiry also

considered appropriate game choices and playing time, the social aspects of playing, and the

different skills that video games can be helpful in transferring. This study design consisted of a

set of three surveys that were administered to students, parents, and teachers regarding their

perspectives on video games. The surveys were a combination of quantitative and qualitative

questions. This mixed method approach allowed statistical data related to demographics, as

well as narrative answers to explore the opinions of participants. The results affirmed positive

effects from video games that carry over to a classroom environment. Students, parents, and
 v

teachers agreed that video games have academic and social benefits. In addition to motivation,

skills such as decision-making skills, hand-eye coordination, fine motor practice, increased

reaction time, engagement in social situations, the use of imagination, and the performance of

reading were all skills reported by the participants. Although the reasons that children play

video games differ between the student, parent, and teacher perspectives, they all had a

common theme on the importance of supervision while playing.

 vi

LIST OF FIGURES

Figure 1 Age of Student Participants54

Figure 2 Age of Parent Participants..55

 vii

LIST OF TABLES

Table 1 Percentages of Game Systems Played56

Table 2 Reported Video Game Usage.56

Table 3 Reported Video Game Usage at Each Session...57

Table 4 Positive Skills Transferred from Video Games..63

 viii

TABLE OF CONTENTS

Approval page
Title Page
Prefaceii
Acknowledgementsiii
Abstract..iv
List of Figures....vi
List of Tables..vii

CHAPTER ONE INTRODUCTION.1

Problem
Digital Natives
Background
Social Benefits
Health Benefits
Rationale and Purpose of the Study
Significance
Research Questions
Definition of Terms
Limitations of the Study
Delimitations of the Study
Assumptions of the Study
Overview of the Chapters

CHAPTER TWO LITERATURE REVIEW23

Learning Defined
Children and Video Games
How Designers Can Impact Society
Choosing an Appropriate Game
Game Ratings
The Educational Value of Video Games
The Impact of Literacy Skills and Video Games
The Impact of Health and Wellness
Social Aspects
What Makes a Good Game?
How Teachers are Incorporating Games
How This Study Ties In
 ix

CHAPTER THREE METHODOLOGY..46

Research Design
Participants
Setting
Instruments
Procedures
Reliability and Validity
Data Analysis

CHAPTER FOUR RESULTS, ANALYSIS, AND DISCUSSION....53

Participant Demographics
Video Game Usage
Social Aspects
Game Choice and Skills
Good Games
Results
Analysis
Discussion

CHAPTER FIVE SUMMARY AND CONCLUSIONS........70

Summary and Conclusions

Questions for Further Study
Future Implications

REFERENCES..75

APPENDICES..83

Appendix A Sample of Student and Parent Letter of Consent..83

Appendix B Sample of Teacher Letter of Consent85
Appendix C Sample Student Survey......87
Appendix D Sample Parent Survey89
Appendix E Sample Teacher Survey......91
 CHAPTER ONE INTRODUCTION

Many children love to play video games. Since they were introduced, video game

popularity has grown tremendously as a means of entertainment. Video games are played

by millions of people all over the world (DeMaria, 2007). There are video game systems

marketed for babies, elementary students, adults, and everyone in-between. Electronic

games are a $30-billion-a-year, worldwide industry, already competing head-to-head with

the movies for kids money and time, and moving quickly into the mainstream (Prensky,

2006). More people in more countries are discovering video games every year, and many

of them are children and teenagers (DeMaria, 2007). Yet, video games are not just for

children. There are many companies that utilize video games at their place of

employment. Video games are used as training programs. Jobs have been created to

produce, market, and test games, and there are useful simulations that workplaces exploit;

making video game-playing experience a marketable job skill. As more games and

systems are introduced to our youth, what are the effects of these games on our children

regarding their social and emotional growth? And how do these games affect childrens

educational gains?

Problem

Our children are a new generation of learners. While many adults were educated

using conventional methods, students today are used to multi-tasking and interacting.
 2

Kids love to learn when it isnt forced on them (Prensky, 2006). Education often limits

the learning styles it satisfies, which may leave some children behind. Are visual and

kinesthetic learners needs being addressed by traditional classrooms? Those children

need to move and see what they are learning. They need to play an active role and do not

respond well to a simple auditory learning style. Are the needs of learners different from

what adults know? If so, this may make it hard to understand and accept them. Prensky

(2006) posts, I believe our kids will start listening again when we begin to listen, and to

value their passions and developing skills (p. 6). Children enjoy different things than

adults. Is it hard for adults to understand and accept something that they are not familiar

with, such as video games? Do children long to be understood and valued for what they

take pleasure in? Should they be allowed to freely play what they choose?

Digital Natives

Prensky (2006) calls this generation of learners Digital Natives and the adults

raising them Digital Immigrants. Digital Natives have grown up in this world of

technology, so it is taken for granted and understood at a very young age. Digital

Immigrants feel the need to be established in a world of technology that they may not

comprehend. He suggests, Todays students- kindergarten through college- are the first

generation to grow up with this new, digital technology. They have spent their entire lives

surrounded by and using computers, video games, DVD players, videocams, eBay, cell

phones, iPods, and all the other toys and tools of the digital age (p. 27). These children
 3

thrive on technology. They enjoy and appreciate the educational and entertainment gains

they acquire from the interactive technology. They are engaged and stimulated by

electronics that many adults do not have access to or knowledge of. As for the Digital

Immigrants, Prensky (2006) asserts, As with all immigrants, some of us have adapted to

our new digital environment more quickly than others (p. 28).

In his book Dont Bother Me Mom- Im Learning! Prensky (2006) cites some

differences in Digital Natives and Immigrants which include:

Digital Natives communicate differently using the Internet, email, instant

messaging, cell phones, and text messaging. This allows people to

communicate long-distance, create friendships online with others they

may have never had access to before, and quickly maintain relationships

through shortened versions of the English language (for example, brb

means be right back and POS means parent over shoulder). Gee

(2003) states,In the modern world, language is not the only important

communicational system. Today images, symbols, graphs, diagrams,

artifacts, and many other visual symbols are particularly significant (p.

13). This interpretation of literacy helps define the differences in

stimulation that this generation needs.

Digital Natives meet differently- in chat rooms, online dating, and through

online gaming guilds. They socialize through scenes like myspace, and

facebook.

Digital Natives share differently. As most Digital Immigrants are used to

keeping information to themselves, locking their diary, and reveling in

 4

being the first to know information, Digital Natives share freely. Blogs,

sharing pictures, webcams, and camera phones make sharing an easy and

accepted idea. Digital Natives also trade and share songs, videos, and

movies.

Digital Natives buy and sell differently using the Internet. Venues like

eBay make items accessible and affordable. In addition, school-related

work is easily available to buy and sell online.

Digital Natives evaluate differently. Since a lot of communication is

online, they use reputation systems, such as feedback ratings on eBay,

website criticism, advice on products, and other opinions through blogs to

critique others. In a world without facial expressions and face-to-face

interaction, online users must be able to judge the honesty and character of

others. Digital Natives have created emoticons, which are a combination

of keyboard characters that form a facial expression. The colon and right

parenthesis combine to create :) a smiley face on its side. Digital Natives

use variations of these emoticons to express their feelings.

Digital Natives game differently. They are not afraid to admit to

participating in games because they are played at so many different ages

and by so many types of people. Many games are multi-player and often

with others from around the world. There are many more options for

game players than before.

And most importantly, Digital Natives learn differently. Digital Natives

are very much aware that if they actually want to learn something, the
 5

tools are available online for them to do it (Prensky, 2006). They are

impatient and goal-oriented. They hate busywork, learn by doing, and are

used to instant feedback. They want it now. They think its cool to be

smart. They have friends from different ethnic backgrounds. They want

flexibilityin the classroom and in their lives. They search online. They

report using blogs and websites like Wikipedia. They program things

themselves (such as their cell phones and elements of their computers).

They have the world at their fingertips and they know how to use it!

Do these children have many characteristics of other generations of learners?

Prensky (2006) maintains that, If we Digital Immigrant parents and educators really

want to reach (and teach) our Digital Native kids, well need to do some work. We will

have to accept that our kids have really changed, and that they require from us different

ways of doing things. Well have to accept some things that are new, strange, and

frightening to us, such as computer and video games (p. 31). This generation of children

demands different learning accommodations. Do educators and parents need to

understand these children to reach them? Does that mean taking a leap of faith in using

technology in the classroom? By using a familiar teaching tool like technology, Digital

Natives can relate to and comprehend the material based on their experiences. A good

education links what a child knows to new material. Great teachers are always on the

lookout for ways to involve their students own, real-life experiences and skills into the

classroom (Prensky, 2006). By doing this, students make connections that will foster

life-long learning.
 6

Can schools change the fact that children will continue to thrive on electronic

games and computers? Technology continues to improve and modify to meet the

demands of its consumers. As children and technology are changing, should education

adapt to satisfy the needs of this new generation of learners? By exploring and

understanding the effects of video games, can society make more informed choices for

their future generations of children?

Background

Today the growing trend of video game use by elementary-aged children seems to

be perceived many different ways. The recorded effects of video games are diverse and

many parents, educators, and experts have differing opinions of the outcomes of games

on childrens growth and development. Some insist that the games have a negative effect

on children, others think games positively affect children, and then there are some who

think that games are indifferent to child growth and development.

Video games were first introduced in the 1970s. By the end of that decade, they

had become a preferred childhood leisure activity, and adults responded with concern

about the possible ill effects of the games on children (Cesarone, 1995). The potentially

negative effects of video games have received tremendous amounts of attention in recent

years (Barenthin & Van Puymbroeck, 2006). Many skeptics see the negative effects of

video games, such as the violence and social isolation that some players exhibit.
 7

DeMaria (2007) states:

Video games are the misbehaving teenagers of the media, often seen as

breaking, bending, or mangling the rules and conventions of society. At best, the

term video game inspires thoughts of triviality and childish obsessions. At worst,

video games are attacked in politics and billed in the media as violent, antisocial,

corrupting, and dangerous to our youth. Public discourse dwells almost

exclusively on the negative, misbehaving side (p. 1).

One specific game seemed to be the turning point for public judgment. The

release of this was 1992, when the game Mortal Kombat broke new ground by depicting

realistic human figures in one-on-one battles. The human realism concerned many

critics, but the game did not stop there. Blood flew as the blows landed, and the famous

fatality moves depicted such horrors as someone pulling out the defeated enemys heart

or spine. Kids loved it. Parents didnt (DeMaria, 2007). This violence in video games

led parents, educators, and legislators to show great concern for the effects of these

games on children.

Soon after came the shootings at Columbine High School in 1999. This complex

tragedy shocked the nation, and naturally people sought to understand what had happened

and why. Doom (a first-person shooter video game) turned up as part of the story, and

for a while some people attempted to link the school shooting with the video game, but

the links were fragile at best, and the causes of the tragedy far more complex. In the end,

video games were not seen as the proximate cause but rather one of several symptoms of

two young mens deepening obsessions, isolation, and alienation (DeMaria, 2007).
 8

Yet, are performing violent actions in video games more conducive to childrens

aggression than passively watching violent acts on television? According to this view,

the more children practice violence acts, the more likely they are to perform violent acts

(Cesarone, 1995). According to Okita (2004), The main difference between the video

games and TV is that one is an interactive media, and the other is not. The negative

influence may have progressed from an observation stance to an active participant stance

due to the incorporation of interactive media (p. 465). She also adds that, A child can

take out real-life frustrations and fantasies into the technological world by acting them

out in video games. Is this a healthy source of these feelings for children?

It is important for parents to communicate and monitor their childs behavior and

experiences playing video games. They must be familiar with the games their children

are playing and be able to discuss the events that can occur in the game. Yet, do parents

hesitate to understand and accept this changing generation and their need for stimulation

from video games due to the overwhelming negative connotation that has been associated

with video games? Syken (2001) suggests, Fear lurks in the heart of every parent who

brings home a gaming console: that the PlayStation or Nintendo will become addictive,

luring kids away from chores, homework, and healthy, active play (p. 1).

In contrast, DeMaria (2006) and Gee (2003) propose that video games do not

affect children or their behavior. In video game worlds, players can try on different hats,

play characters very different from themselves, and have daring adventures not available

in the typical modern, more or less safe life (DeMaria, 2006). People may choose roles

that delve into a deeper, darker side of human nature. Do children who demonstrate
 9

violent behavior in video games use games as a release for their aggression? Does this

mean that they do not exhibit this behavior in actual situations?

Children overly deprived of opportunities to express their deeper and darker

fantasies often start to act out and show increased aggressiveness. Given an outlet for

their fantasies, such as a toy sword or a video game, they calm down. These fantasies

dare us to look at the darker sides of our human natures, which many psychologists

consider important to our overall mental health (DeMaria, 2007). Okita (2004) also

includes, Interactivity has positive influences, which encourage engagement and provide

active experiences, but also negative influences, such as masking information,

diminishing cues, and causing delusional thinking. This makes us wonder about the kind

of influence interactivity may have on young children (p. 466).

James Gee, a professor of reading at the University of Wisconsin-Madison was

quoted in the Chronicle of Higher Education proposing, I would not want to claim that

video games have positive effects, but rather that video games used in different ways

have different effects (p. 1). How we currently view video games, and how we will

view them in the future, depends largely on how they are used (DeMaria, 2007). If the

public is educated and informed about video games and their uses, will they be able to

make knowledgeable decisions? Will the ability to differentiate between appropriate

games (such as age and ability levels) and entertainment versus educational games assist

buyers in choosing games to serve their specific purposes?

Should buyers be aware of the social aspects of game playing? Different games

lead to different types of social interaction and learning. Barenthin & Van Puymbroeck

(2006) also say, Research demonstrates the importance of social skills in life and
 10

relationships, while other research indicates a lack of social interaction when playing

video games. This makes it difficult to ascertain if the effects of video games on social

skills are positive or negative (p. 24). According to Okita (2004), It is not clear if the

confusion has to do with the interactive nature of engagement, the differing dynamic and

static environment, or the developmental stage of individuals (p. 464). With all these

factors, games may have different outcomes. In addition, there are many perspectives

relating to the social products of video games. Is it due to the different attitudes about

shared playing, that the research is not clear about the social effects of video games on

child development?

A growing but less commonly discussed view of video games is that they may

represent one of the most powerful learning technologies ever invented, a sentiment

echoed by video game supporters and critics alike (DeMaria, 2007). Is it possible that the

video game could be as powerful for positive purposes as it appears to be negative? They

have been developed with the ability to teach difficult concepts to todays young people

while keeping them engaged and receptive in ways that classroom handouts and

homework cant achieve (Neiburger, 2007). Many children do not respond well to paper-

and-pencil tasks such as worksheets because that is not their preferred learning style.

There are many game systems that are advertised as educational. Leapfrogs

Leapster and L-Max systems state that they put learning first and show direct curriculum

connections on their game packaging. The appeal of these games could be the

interactivity, excitement, challenge, and potential to meet the needs of visual and

kinesthetic learners. Many educational systems lack these intriguing elements that make

learning fun for young children. This has led some schools and educators to evaluate the
 11

uses of video games and their educational value. Perhaps attitudes are shifting because

people are beginning to look past the obvious criticisms and concerns to recognize video

games in a more complete context, a context that realizes their positive aspects and

potential for good (DeMaria, 2007). If this is true, are there social and health benefits as

well?

Social Benefits

According to Bacigalupa (2005), video games may also offer social benefits.

Video games have always featured a strong social element where players gathered

together in person to play their favorite games in the arcade and at home (DeMaria,

2007). The games may help withdrawn children to enter social play by giving them a

structured situation in which to participate and a popular topic with which to initiate

discussions (Bacigalupa, 2005). Many games function both as entertainment and as

social systems where players come together individually as friends and collectively as

definable groups within the game worlds (DeMaria, 2007).

Many children who use video games as social dialogue to learn from each other

are able to evaluate the actions of others, learn patience as they wait and watch, and have

a goal in mind when they actually get their turn. Barton and Hamilton (1998) claim that,

Learning is a social process; it occurs through interaction with others rather than as an

individual accomplishment occurring within an individuals mind (p. 718). Some games

offer players the chance to work together and succeed using teamwork and cooperative
 12

learning. DeMaria (2007) boldly suggests that, Video games level the playing field, and

just about anybody can succeed if they want to, gaining respect, friendships, and status in

a world, albeit a virtual one (p. 22).

Health Benefits

Dorman (1997) declares, Video and computer-based games have assumed a

prominent role in the culture of American children and adolescents. Given the

pervasiveness of their influence, it is likely that these games may affect the health and

well-being of children (p. 1). According to Cesarone (1995), there are also health

benefits from video games as well. Some adults believe that video games offer benefits

over the passive medium of television. As a person sits stagnantly and watches television,

a video game can offer interaction and excitement and propose health benefits that

television and movies cannot offer. Murphy, Alper, Moes, and Somes (1986) studied the

cardiovascular reactivity patterns and claim that, Results indicated video games

provoked significant cardiovascular reactivity as measured by an increased heart rate and

diastolic and systolic blood pressure (p. 1080). Can doctors and public health

researchers say video games reduce anxiety for young patients, keep them better

informed about medical procedures and even help them get fit?

There are many games created specifically to help children understand and cope

with life-threatening illnesses. One game is Bens Game, which features a battle against

cancer cells. It was a game created for a specific young leukemia patient and is available
 13

online as a support for other children who may encounter the same condition or related

feelings. DeMaria (2006) says, Many people in modern society feel powerless. They

may feel powerless financially, politically, or even socially. In extreme examples, they

may have debilitating diseases, they may live in highly dangerous and threatening

environments, or they may be exceptionally shy and awkward socially (p. 55). By

giving children a sense of control over their illness through a game, are kids given hope

and encouragement while learning and having fun?

There has been a growing realization among health care workers that games are a

great language in which to reach kids - in some cases games may be the only language

the kids will listen to. Games are a medium the young Digital Natives understand, trust,

enjoy, and call their own. Games speak to kids in their own, not their parents language

(Prensky, 2006). Games may offer healthy benefits through dancing, jumping, twisting,

lifting, bending, bicycling, drumming, and fine motor movement through using the

various interface devices such as controllers or dance pads.

Yet, video game play should not be considered a substitute for regular physical

activities. Leifer (2007) suggests, Barely a day goes by without a new study telling us

we are raising a generation of couch potatoes (p. 18). Although the rising prevalence of

obesity has many causes, is insufficient physical activity one of them? Are video games

adding to the detriment of childrens health? DeMaria (2007) gives his opinion that:

Many game players are probably paying a price for their game-playing

experience. They are certainly losing out on opportunities to do something other

than play a game. Likewise, people all over the world are paying a price for

watching television instead of reading a great novel or spending time volunteering

 14

at the local hospital. Even reading a great novel involves a loss of other options.

Life is always about trade-offs, and playing a video game is another choice people

might make (p. 29).

Despite warnings by the media, adults, and perhaps by peers, children still play

electronic games. Video games are a major consumer product for our childrenone that

might soon be in the classroom (Provenzo Jr., 1992). With the many game systems and

choices, it may be hard for the average consumer to understand and interpret each and

every game and their effects. Hassett (2007) proposes, Our children are growing up in

an environment where the dominant form of entertainment is essentially unexplored

territory to their parents and grandparents (p. 8). Many people who dont play video

games, especially older people, are sure to say that playing video games is a waste of

time (Gee, 2003). Without understanding video games and their effects on children, is it

alarming for parents to see their child devoting so much time and energy to something

that they cannot comprehend or value? Yet, even such universally accepted non-media

technologies such as automobiles and telephones were seen as dangers to society when

they were first introduced (DeMaria, 2007).

Rationale and Purpose of the Study

The purpose of this study is to examine student, parent, and teacher perspectives

on the topic of video games. It will also explore 1) whether there are positive skills
 15

transferred from playing video games into the elementary classroom that can enhance

student learning, 2) what these skills are, 3) the social aspects of video game play, and 4)

how the elements of appropriate play (how often and how long children play) affect the

positive and negative outcomes of video games.

Questions and issues about video games are current topics in elementary schools.

Due to changing technology and the pressure of assessing student achievement, schools

and educators are forced to determine the best practices for todays children.

Significance

With the rise of Digital Native children, the importance to understand children

and their learning styles is a significant issue to parents and educators. There has been

much research implemented regarding video games and children eight years and up, but

there is a gap in knowledge of children under the age of eight. This study will examine

the perceptions of students ages six through ten. Many times childrens voices are not

heard with reference to their feelings toward video games. Parents and educators see the

outside effects of the games and often dont understand the reasons children are engaged

and enjoying themselves through the video games. This study will not only look at the

student perspective, but the childs parent and teacher perspective as well. Comparing

the information should assist in bridging the gap between the Digital Immigrant and

Digital Native understandings.

 16

This study will also bring to light the perspectives of teachers who are also

parents. This population will have perspectives to offer from both a parent and teacher

standpoint. They are able to see both sides of the situation as they raise their own child

and are surrounded each day by other children who encounter the same interaction with

technology. In addition to classroom teachers, specialist teachers such as music,

guidance, Title I Math, and art will be surveyed on their perspectives of video games.

Research by Dorman (1997) and Cesarone (1995) may also show that video

games may have benefits, but little has been linked specifically to school-related skills.

This study will add to the literature on video games. The intention of this study is to help

educators embrace this new generation of learners and the skills they can use from video

games that can be transferred as positive educational and social abilities. If teachers can

use the skills that children already bring with them to school, they can begin working

with the whole child to bring that child from where they begin to where their potential

lies.

Research Questions

The questions that will guide this study are:

1. What are student, parent, and teacher perspectives on the topic of video games?

2. Are there positive skills transferred from playing video games into the elementary

classroom that can enhance student learning?

3. What are these skills?

 17

4. Are there social aspects of video game play?

5. Do the elements of appropriate play (how often and how long children play)

affect the positive and negative outcomes of video games?

Definition of Terms

Blog A blog is a shortened version of the words web and log. A blog is

similar to a diary of ones personal thoughts but is available online usually

as a free service. Blogs can be as informal as ones opinion on a topic to

professional articles about politics, education, organizations. Many sites

such as myspace offer blog opportunities.

eBay eBay is an online marketplace where people can buy and sell items. It is a

major auction service on the Internet. There is no charge to browse the

website or to make a bid or purchase, but when an item is purchased the

seller pays a fee to eBay. There are millions of items offered in many

different categories ranging from household items to collectibles to

clothing to automobiles.

Elementary education In this study, elementary education can be defined as the

education of children from first grade through fifth grade

Enhance student learning Positive outcomes that improve student growth and

progress throughout their academic experiences

 18

IM (instant message) Instant messaging, also called IM, is software available on

computers and cell phones. It creates small windows to chat in real time

with anyone who has the same service. Often participants in the

conversation are color coded by their words or labeled as a letter to

differentiate participants. Chats may involve more than two people, and a

person who is experienced with instant messaging may be having more

than one chat conversation at a time.

Myspace Myspace is a networking website that offers many services to its users.

It is an interactive site that offers chat, personal profiles, blogs, photo

space, music and videos, and information about others that can be private

to certain people or accessible to all. It is particularly helpful in

networking as you can view your friends and their friends and continue to

explore others profiles and interests based on their myspace page.

Skills Educational, physical, or social positive or negative effects on childrens

development.

Video game For the purpose of this study, a video game is considered to be any

electronic game played on a console such as Xbox, Nintendo, or

Playstation. It also includes handheld games such as Gameboy and

educational systems such as Leapster and VSmile that include game

cartridges and controllers. It does NOT include games played on the

computer.

Webcam A webcam is a tiny video camera that records and is immediately

available on the Internet. Webcams can be used to communicate with

 19

others, traffic controllers can use them to monitor, and they can be used for

educational purposes such as observing animals being born or a class lecture

without actually attending.

Limitations of the Study

Two elementary schools in southeastern Wisconsin were used to gain perspectives

on video games through survey results. One school was a first and second grade school

and the other a third through fifth grade school, both in the same school district. The

elementary schools did not have much racial diversity and most students came from

middle-class families.

Four classes of students, grades one through five, participated in this study based

on teacher willingness and parent consent. Class sizes ranged from eighteen to twenty-

one children, which were small class sizes and all students may not have participated in

the study. Therefore, data may not be an accurate representation of all perceptions of

elementary students and their parents and teachers in the school. In addition, there were

no fourth grade class participants so this study may not be generalized to the all fourth

grade students or their parents perceptions.

 20

Delimitations of the Study

Student participants in the study ranged from first through fifth grade. It was

deliberate that students older than fifth grade were not used in order to narrow data to

focus solely on elementary education. Since research has less information about children

in elementary school, this study planned to address this age group. In addition, the

electronic games in this study were defined as only video games and not games that are

played on computers with the intention of concentrating on one venue for gaming. Many

computer games have different connotations than video game consoles, so the

perspectives may be drastically different. For the purpose of this study, participants were

aware that they were answering based on their feelings of these specific types of

electronic games. The study did not focus specifically on educational games but rather

all games available to this age group.

Assumptions of the Study

In conducting the surveys, some students were able readers and others were not.

It was assumed that all participants could read and understand the surveys. Students who

were not independent readers were orally read the surveys, which may have affected the

student responses. Because surveys were not readily available regarding perceptions on

video game skills, they were constructed for the purpose of this study.
 21

It was necessary to assume that all participants were honest in reporting their

feelings regarding the skills that could possibly be transferred within the elementary

classroom. To encourage honesty, students were reminded that their responses would be

confidential and not shared with anyone, especially their parents (who were also

participating). The surveys were administered using an alphanumeric code in place of

participant names. Parent surveys were pre-marked with a corresponding alphanumeric

code to match their childs number. Parents were also reminded of the confidentiality of

their responses. It was also assumed that the participants did not discuss their views with

other contributors until the completion of their survey.

In conducting this study, the researchers intent was to examine the perceptions of

elementary students, their parents, and teachers relating to the topic of transferable skills

in video games. Findings from this study may be helpful in an understanding of a

changing generation of learners and their needs. As students, parents, and teachers are

able to have their opinions shared, perhaps dialogue will be created relating to the use of

video games to teach important academic, social, and physical skills in the elementary

school setting. In addition, by embracing something that children enjoy, we can begin to

understand and connect with the Digital Natives of today and our future.

Overview of the Chapters

Chapter Two of this research is a literature review. First, it examines the skills

that can be transferred from video games into the elementary classroom. Second, it
 22

explores the social aspects of video game playing. Finally, it delves into the appropriate

play of video games and how that can lead to different effects on children. Chapter Two

will also examine expert perspectives and research studies conducted on the effects of

video game playing on elementary aged students.

Chapter Three focuses on the mixed method design, participants, measures,

procedures, and data analysis. Chapter Four reports and interprets results, and includes

analysis and discussion of the research.

Chapter Five summarizes the findings from this research on video game playing,

and also answers whether or not there are positive skills from video games that can be

transferred into the elementary education classroom. Chapter Five also provides

conclusions and issues for further study and implications for the field of education. It also

reports the results from this investigation on the effects of technology and video games

on learning and recommendations for the practice of incorporating the skills of video

games into the elementary classroom.

 23

CHAPTER TWO LITERATURE REVIEW

Given how far we have come in education, it is not surprising to consider that we

also have far to go. The future learning horizons may contain new and thus far

undreamed-of opportunities and challenges. Can games and video game technology

present us with new and possibly even better ways of teaching and learning?

Video games may even become more embedded in school curricula. As we move

forward in the twenty-first century, video games may well become more and more

recognized for their power and potential to teach and inspire (DeMaria, 2007). A more

subtle impact of video game technology on education is the expectation by children that

all learning must take a gaming approach and be fun. Classroom teachers find they

must compete with numerous video game personalities when determining the lesson

plans for the day (Dorman, 1997).

Anand (2007) studied the correlation between video game usage and academic

performance. He stated that, Video game penetration in the United States is significant

with 90% of U.S. households with children having rented or owned a video or computer

game (p. 553). According to Gee, cited by Carlson (2003), The gaming industry makes

more money than Hollywood, which means that millions of people are plunking down

substantial amounts for games that take on average 50 to 100 hours to completeroughly

the amount of time spent in semester of college courses (p. 2). Many of these people are

children or their parents who are investing in this means of entertainment and, in some

cases, educational media. Tallim (2004) proposes that, Even if you arent a player of

video games, theres no denying the importance of these learning principles in todays
 24

digital world (p. 181). Can this form of entertainment be used to meet the requirements

for a learning method in society? Do video games offer benefits for children relating to

academic skills?

Learning Defined

What is learning? Can it be defined? There are a lot more questions than answers

when it comes to the acquisition of knowledge. As each individual has their own

interpretation of learning, it becomes a broad term that has multiple meanings in different

contexts. As parents and educators struggle to understand, the conclusion is drawn that

no single theory has been universally accepted to explain learning. DeMaria (2007)

states that, Educators and educational researchers study practical techniques for

maximizing the learning potential of students (p. 61). Still, even with all the research

every childs learning environment and potential differ. DeMaria also cites Prensky in

saying, Human learning is the set of processes both consciously and unconsciously to

effect changes to [a childs] knowledge, capacities, and/or beliefs. Learning is not a

single process but the result of several processes that may or may not be interrelated (p.

62).

In addition, learning has many styles. Learning styles range from visual and

auditory learners to the kinesthetic learner, an involved and interactive participant. Price

(2004) defines learning styles as: self-reported accounts of an individuals preferences

 25

for and perceptions of how they process information (p. 683). As children and their

learning styles differ, should educators look at new teaching techniques?

With the many pressures that educators face, many struggle with giving all

children the individual time and attention they deserve. Teachers have less time to try

new teaching styles, to veer from the curriculum even if it is in the best interest of their

students, and to incorporate less traditional activities in their classrooms. According to

Gee, cited by Carlson (2003), Conventional wisdom rules classrooms at the moment.

The Bush administrations; new educational policies like the No Child Left Behind Act

promote standardized testing and curriculums based on learning distinct facts. For the

time being, students may do what they have to do to get through school (p. 5). Gee

(2003) proposes:

The idea is this: important knowledge (now usually gained in school) is content in

the sense of information rooted in or at least related to intellectual domains or

academic disciplines like physics, history, art, or literature. Work that does not

involve such learning is meaningless. Activities that are entertaining but that

themselves do not involve such learning are just meaningless play (p. 21).

Are children deprived of free play time, social interaction, and freedom of choice

due to the demands of the government, education systems, and school board decisions?

Gee (2003) thinks that, Schools will continue to operate this way until they (and reading

tests) move beyond fixating on reading as silently saying the sounds of letters and words

and being able to answer general, factual, and dictionary-like questions about written

texts (p. 16).

 26

According to Prensky (2006):

The reality is that, at least for the foreseeable future and despite the efforts of

many educators, the real opportunities for our kids to advance their digital skills,

their knowledge, and their understanding of the world, are not found- and possible

never be found- in school. These opportunities occur mainly when school is over:

in after-school programs, community centers, at their friends houses, in the

malls, and particularly at home (p. 139).

Do students need real interactions with learning, including the integration of technology?

Research by DeMaria (2007) and Gee (2003) supports the use of technology to

enhance educational goals. Can video games teach children important concepts? Can they

make real-life connections for children to increase their levels of learning? Are there

specific skills that can be acquired? This literature review will explore the role of video

games in learning, the skills enhanced from game playing, how teachers are incorporating

video games, and perspectives of parents and teachers on the issue of video games.

Children and Video Games

According to Gee, cited by Carlson (2003), People learn best when they are

entertained, when they can use creativity to work toward complex goals, when lesson

plans incorporate both thinking and emotion, and when the consequences of actions can
 27

be observed (p. 2). With the standardization of the school systems and the emphasis on

testing, are students given the opportunity for this type of learning?

Video games can offer consumers a type of medium providing information that

both entertains and educates (Provenzo Jr., 1992). Neiburger (2007) suggests: As

children connect with the learning process, video games can help teachers deliver

educational content that stays with youngsters (p. 29). Well-designed educational games

can not only reinforce and compliment, but actually teach part or all of the curriculum,

while engaging the kids as much (or nearly as much) as their entertainment games

(Prensky, 2006).

How Designers can Impact Society

According to DeMaria (2007), Video games can accompany us wherever we go-

on handheld consoles and on billions of cell phones worldwide. One way or another,

video games can be available to us almost anywhere (p. 35). Does this phenomenon of

accessibility help foster the success of video games?

This accessibility is also motivation for game designers to incorporate meaningful

and educational material in the content of the video game. DeMaria (2007) states:

When game designers think one step further and consider how the story or

structure of the game can promote some positive impact on the player, they can

often make the game itself deeper, more meaningful, and more memorable. As in

any entertainment medium, there are so many perspectives as there are creators
 28

and consumers, and more often than you might suppose, the designers and

producers of video games seriously consider the impact of their products (p. 40).

So why arent all game producers striving to make their games educational? Many

reasons come to light. First of all, there is a certain connotation consumers attach to an

educational game. Prensky (2007) says: Armed with a bag full of educational games,

many parents institute the policy that if kids play the educational games for an hour, they

can play their fun games for an hour. Of course, that pretty much confirms- as if the

kids didnt already know it- that the educational games arent fun (p.183). Developers

dont want these negative associations and therefore many shy away from labeling their

games as educational. Other possible barriers to more positive impacts of games might

include the need to consider bottom-line sales first, the fact that video games are already

very expensive to produce, and the complexity of adding more to the already-complicated

design and development process (DeMaria, 2007).

According to Bertolini & Nissum (2002) who studied young children and video

games, Childrens interest in video games was far more complex than we had thought

previously. Children were drawn into a virtual world of three-dimensional images, full of

action, where the experience of traveling and adventure became a form of exploration

that could stretch out over time and space in a highly variable manner, possibly even for

weeks or months (p. 308). Can all games offer positive experiences for children?

Prensky (2007) suggests: Take the games your kids already play and look inside them

for what is educational (p. 184). Are there elements of learning in each game played by

children?
 29

Choosing an Appropriate Game

Choosing an appropriate video game can be related to the positive effects of the

game. Should parents and educators be able to evaluate games and judge games

effectiveness and appropriateness? Obviously they will not be able to play the games to

their completion due to time restraints. According to Dorman (1997), There are specific

things that consumers should look for: game objective(s), type, luck involved, difficulty,

competition and social elements, duration, participant age and the rating, the role of the

facilitator, and the setting (p. 5).

The objective of the game should be clear and meet the needs of the consumer.

Educators and parents should have a clear idea of their intentions when purchasing a

game in order to maximize the learning potential. There are seven basic types of activity

content in video games: games, puzzles, mazes, play, fantasy/adventure, simulations, and

simulation games (Dorman, 1997). By learning the types of games that children like to

play and the games offered that encompass that style, selection can be easily narrowed

down. In addition, many games pose an element of luck. Most often, when a game

involves luck, the element of educational use is lowered as participants are not as in-

control of the process.

The difficulty of the game should be evaluated as well. Some games offer the

player the opportunity to choose the difficulty level. Others adjust difficulty level based

on the succession of the player. This approach allows the game to become progressively

more interesting as it becomes more challenging (Dorman, 1997). Can younger children
 30

benefit from the latter, as when given the choice of difficulty, they are not always capable

of accurately representing their ability?

When looking at difficulty level, it may also be helpful to assess the competition

and social aspects of the game. Some games offer social connections, where players can

help each other. Others are very competitive and should be chosen wisely based on the

audience. Classroom teachers may wish to examine if the competition is presented in

such a way that all can win and that one does not win at the expense of all others

(Dorman, 1997).

The duration of the game is another element to calculate. Some games have a

short duration and can be played in a relatively small time span, while others are more

involved and take longer and many occasions. This is helpful in determining the length

that the consumer has to play. When it comes to children, should parents and teachers

regulate their playing time? Does this lead to more positive and academic experiences?

Should parents have a role in choosing the games that children play?

Game Ratings

Game developers have created a rating system that helps make decisions easier

for consumers to understand. Combined with the rating information and the childs age,

parents and educators should be able to select appropriate games. Buckleitner (2007, p.

2) gives the rating system, which is located on the outside box of every game:
 31

EC - EARLY CHILDHOOD Games contain no material that parents would find

inappropriate. Age 3 and up.

E- EVERYONE These titles may contain minimal cartoon, fantasy, or mild

violence and/or infrequent use of mild language. Age 6 and up.

E10+ - EVERYONE 10 AND UP These titles contain more cartoon, fantasy, or

mild violence, mild language, and/or minimal suggestive themes than those rated

E. Age 10 and up.

T- TEEN Titles may contain violence, suggestive themes, crude humor, minimal

blood, simulated gambling, and/or infrequent use of strong language. Age 13 and

up.

M- MATURE Titles may contain intense violence, blood and gore, sexual content,

and/or strong language. Age 17 and up.

AO - ADULTS ONLY Titles may include prolonged scenes of intense violence

and/or graphic sexual content and nudity. Age 18 and up.

RP - RATING PENDING Titles have been submitted to the ESRB [Entertainment

Software Rating Board] and are awaiting final rating.

Has this rating system revealed more positive effects of video games as players are

selecting appropriate games? Are children showing more academic gains while playing

age-appropriate games?
 32

With all these things to consider, can choosing a game be an overwhelming task

for parents and teachers? They need to be sure that the child is getting a good gaming

experience and other well-rounded experiences as well. If the kids are doing their

homework, getting a good nights sleep, and staying active, then theres little to worry

about (DeMaria, 2007). Prensky (2006) suggests: This is your mission as a parent: You

can and must make an effort to find out what your kids are doing and talk to them about

it, rather than letting them just close themselves in their rooms doing something we dont

understand and cant talk about (p. 111). He also goes on to say that, The more you

engage your kids in conversation about their world and the things that interest them, the

more they will appreciate what you are doing, and the more they will be open to talking,

sharing, and accepting suggestions and guidance (p. 140).

The Educational Value of Video Games

With all the potential skills of video games, which can be transferred in an

academic setting? Tallim (2004) notices, Its a scenario parents and educators are all too

familiar with- the disengaged child who struggles in the classroom and yet who can

dominate whole galaxies when it comes to the virtual world of video games (p. 179)

DeMaria (2007) reports:

In the commercial game world, where players are simply playing for fun, there is

not much opportunity to tailor learning to curriculum goals, to assess the results,

or even to teach whole subjects in comprehensive ways. That doesnt mean that
 33

commercial video games cant help people learn educational subjects, however,

where they can immerse players in various ways and even inspire curiosity so that

some players will want to study a subject more deeply after exposure within a

game. In these ways, commercial games can become assistants or boosters to

school learning in conjunction with teachers, schools, and well-designed curricula

(p. 50).

Gomolski (2001) persists that, The reason so many gamers are willing to buy the

latest and greatest [video games], of course, is that its all about the games and the

improved functionality or the perceived functionality of the newest platform (p. 10).

DeMaria (2007) claims that, We play to learn and practice skills, to achieve beneficial

mental stress, to feel empowered and rewarded by successes, to explore fantasies, to

experiment with forbidden activities, to relax, and to socialize. One of the most powerful

aspects of games is their ability to motivate us to immerse ourselves in worlds where our

minds are wide open and ready to learn and persist in that learning (p. 60).

No matter the motivation to play, research has linked video games to many

positive effects and skills, such as decision-making and problem solving skills, hand-eye

coordination, fine motor skills, increased reaction time, literacy skills, health benefits,

increased self-esteem and motivation, choices, and the use of imagination. Can these

positive skills be enhanced by video game play? Is it in their advantage for educators to

learn the constructive benefits so they can incorporate what students know and do into

their goals and plans for the success of the classroom?

 34

Stern (2007) suggests, Whether a game provides a lesson in object permanence

of addition and subtraction, it adds an element of fun to learning (p. 2). Playing video

games evokes a potentially powerful, active learning environment that includes

demonstration, rehearsal, and reinforcement (Funk, Chan, Brouwer, & Curtiss, 2006).

Children enjoy playing video games, but can educators justify their incorporation into the

classroom based on measurable increases in skills?

Research by Kadakia (2005) has shown that video games have been proven to

increase players decision-making and problem-solving skills. She insisted that through a

study involving Morrowmind, a commercial role-playing game, Players can choose from

quests, careers, and pathways through the game, resulting in incredible diverse characters

and experiences (p. 30). She saw an increase in student achievement and even stated,

Using Morrowmind to bring up moral issues proved highly successful in raising the

engagement level in my classes And the students themselves noticed greater

engagement and understanding (p. 32). Can video games help promote decision-making

skills with all ages of students?

Coffin (1990) researched the game Tetris, a puzzle-like game where pieces must

be strategically placed to continue, and said, Most important, in Tetris, there is no

opportunity to dwell on misfortune. It is a game that demands constant decision making

(p. 75). As children play games, they are faced with many decisions. Do video and

computer-based games possess advantages not present in other learning strategies?

Dorman (1997) suggests, The ability to choose different solutions to a difficult

problem and then see the affect those decisions on a fictional game allows students to

experiment with problem-solving in a relatively safe environment (p. 7). Prensky (2006)
 35

suggests: A second principle we can apply from games is to increase the pace of

decision making in our classes (p. 192). Are video games helping children make more

decisions? Is education keeping up with this new rate? In fact, DeMaria (2007) states:

Most good video games present problem-solving scenarios, which contribute to a greater

level of understanding and improved ability to understand the patterns learning in the

game to other situations (p. 67). Game designers expect players to be continuously

assessing their own current abilities, predicting their likely successes, and reassessing

results as they move through a game (p. 69). Are children given this opportunity outside

of video games?

Increased hand-eye coordination, fine motor skills, and reaction time are other

proven positive outcomes of video game play. Green and Bavalier (2007) conducted a

study exploring if playing video games enhances several aspects of visual processing.

The study involved twenty undergraduate males with normal vision involved in

experimental research. Results showed, Action-video-game experience was shown to

lead to an increase in the spatial resolution of vision (p. 92). Dorman (1997) also adds,

For example, spatial visualization scores improve with video game playing. Students

with a high degree of spatial visualization are high achievers in mathematics and science

(p. 4). In fact, doctors who had played video games earlier in their lives made almost

forty percent fewer mistakes in surgery (Prensky, 2006).

 36

The Impact of Literacy Skills and Video Games

Literacy through video games is an element that many players overlook (Stern,

2007). Literacy is the ability to rapidly decode abstract meaning from symbols. In

reading, a set list of symbols- the alphabet-must be learned and mastered; in video games,

those symbols can be anything, are usually unique to each game, and theres a lot more

than 26 of them (Neiburger, 2007). Gee (2003) states:

There are many different ways of reading and writing. We dont read or write

newspapers, legal tracts, essays in literary criticism, poetry, rap songs, and a

nearly endless list in the same way. Each of these domains has its own rules and

requirements. Each is a culturally and historically separate way of reading and

writing, and, in that sense, a different literacy. When we think about reading and

writing, we have to think beyond print (p. 14).

Do video games offer a different, yet still important and effective, type of

literacy? Neiburger (2007) proposes that, Video games teach literacy and spatial

reasoning, but they also support the curriculum (p. 2). There are also many games that

feature iconic characters that children can relate to. Often many of them are incorporated

in literacy. Through games based on stories, students motivations for reading can be

enhanced (Stern, 2007). As children connect a game to a literacy experience, can they

build life-long bridges to becoming motivated readers?

 37

The Impact of Health and Wellness

Research by Dorman (2003) proves that video games also offer positive health

experiences as well. He claims:

Video games can be used in a positive way to promote health and provide

information to children and adolescents, which captures and keeps their attention

and allows them to interact with the information in a meaningful way. Games and

simulations have potential to help adolescents personalize information, forcing

them to assess risks and consequences and make decisions in a hypothetical yet

realistic situation (p. 6).

OHanlon (2007) researched the game Dance Dance Revolution (or DDR), which

features a video screen and a dance mat with nine tiles that light up to a driving dance

beat. She states, The object is to step on the tiles as they light up, while watching for

clues in the form of arrows that flash all over the screen. Kids who would normally avoid

regular exercise gravitate to DDRs light and sound (p. 2). Many games have been used

to increase student motivation for fitness. The incorporation of video games into physical

education curriculum is an outgrowth of the larger trend of using gaming as a learning

tool (OHanlon, 2007). DeMaria (2007) adds, In addition, video games can provide

good stress. This type of stress may be more associated with motivation than with

unpleasant or unhealthy responses, and because we enter into it willingly, perhaps it even

helps us establish more healthy responses to stress outside the games we play (p. 58).

Can this stress be beneficial for children?

 38

According to a study by Bacigalupa (2005), player self-esteem and motivation is

increased during game play. He states: I was surprised at how motivated the children

were to play the games. They often willingly did things they didnt necessarily want to

do in order to enhance their game time (p. 26). In this study, children were motivated to

watch others and wait their turn to play. Can parents and educators use this information

to their advantage as children are willing to make other sacrifices because the game time

is so important to them? DeMaria (2007) suggests: People like to solve puzzles, and our

curiosity drives much of what we do as human beings. We want to know what we dont

know, discover what we havent seen, and find out what happens next (p. 51).

Funk, Chan, Brouwer, & Curtiss (2006) also state the benefit that, Through

research with children, a sense of accomplishment and pride was a major psychological

gain. For the child with limited opportunities to experience success, for example children

who do not excel at school or in sports, video game prowess could have positive impact

as long as video-game playing does not displace other important activities (p. 10).

Parents and educators must be aware of the childs play time and games chosen in order

to be sure they are getting the full experience of other activities as well. How can parents

find this balance?

For children, playing video games can be a vehicle for interacting with adults on a

more level playing field (Funk, Chan, Brouwer, & Curtiss, 2006). Children and adults

often play games with the same ability level; and in some cases, children are even more

proficient. Can children can feel good about their accomplishments and communicate

with their parents on a common subject? Will this prove to be a positive experience for

the child, the parent, or both?

 39

Children and adults who play video games are offered choices and the opportunity

to use their imagination during play. In video games, children can enter into the

character of movie and television heroes and take action as that character. DeMaria

(2007) states that, Video games have the unique distinction of allowing the audience to

be directly engaged in the storysomething like an actor who plays a role in a stage play

or movie. But unlike the actor, whose course is fixed by the script, the game player

decides how the story will unfold through his or her choices and actions (p. 45).

Tremendous flexibility and the potential for exploration and self-definition can be

built into video games (Provenzo Jr., 1992). DeMaria (2007) also includes, In good

video games, players are encouraged to think creatively. Game players are often

encouraged to think outside the box and to seek more than one solution to any given

problem (p. 70).

Although some video gamers play just about every kind of game, players have

begun to develop preferences for games of very specific and identifiable characteristics,

and many video game makers specialize in game design to cater to different players

preferences (DeMaria, 2007). Since there are so many options for video game play, are

consumers able to pick and choose in order to maximize their enjoyment and meet the

objectives they are aiming for? Can this lead to more focused and appropriate game play

with more positive educational outcomes?

 40

Social Aspects

Shier (2005) explored the social benefits of video games in college students. She

said, Technology is a way of life for students today. Beyond registering for classes and

researching papers online, students ability to stay connected with old friends and find

new ones through online methods means colleges and universities need to rethink the

way they attempt to build community for their students (p. 83).

Video games have always featured a strong social element where players gathered

together in person to play their favorite games in the arcade and at home. Norton-Meier

(2005), a parent of children who play video games, verbalizes:

I must say that I do miss family game night and sitting around the table playing

Trivial Pursuit, Scattergories, Monopoly, and Risk. Could I change my

perceptions of family game night to move from the kitchen table to gather around

the television set? For our family, games are a way of knowing- a place of

informal learning where entertainment comes first and learning is embedded in

the moment. Learning about the mechanics of game playing, about turn taking,

risk taking, decision-making, and even content about our world is the focus. How

can I so easily accept the importance of game playing and the connection between

entertainment and learning in one context but dismiss it when it comes to video

games? (p. 429).

Are video and computer games quickly reclaiming the intense social connection that

games have always had, as network technology continues to proliferate?

 41

Do parents and teachers need to be more accepting and open to new ideas when it

comes to the incorporation of video games? DeKanter (2005) suggests, The social

nature of people, the increasing capabilities of technology and the demands of a nation

for better education are putting into play the next big evolution in interactivity:

networked game simulations (p. 26). Anand (2007) also includes, Early versions of

video games have evolved from simple one- or two-person games into massive, multi-

player online gaming, which simultaneously connects individuals with thousands of

others (p. 552). These simulations offer people the chance to play games with people

from all over the world with different ideas, morals, beliefs, and interests- people they

may not have the chance to meet otherwise. Many games function both as entertainment

and as social systems where players come together individually as friends and

collectively as definable groups within the game worlds (DeMaria, 2007). Prensky

(2006) states:

Communication between players is at the heart of todays game playing, whether

through chat or voice. Successful players make sure to understand the needs and

motivations of their fellow players (as well as those of potential opponents) before

committing themselves to any particular team or course of action. Players who

dont listen first and do only what they want are highly unsuccessful at

multiplayer games (and, of course, at life) (p. 115).

In addition, video games can offer children a common ground with others as they

discuss a topic they are both familiar with. Prensky (2006) states: In many cases, games

actually lead to more social interactions. Many kids whose parents buy them a video-
 42

game console, especially a new one, suddenly become very popular, with swarms of kids

wanting to come over and play with them (p. 83). Can children also get experience in

critiquing and giving feedback as they offer their valued opinions to other game players?

Do they feel a sense of accomplishment and pride when they can share their successes

and failures with others who understand?

Through research by Barenthin & Van Puymbroeck (2006), Reasons for playing

[video games] (in order of importance) included excitement, mastery, having nothing else

to do, having friends who play and to make themselves feel better (p. 2). Because video

games are designed to enhance motivation, because they are seen as play and not work,

players will persevere, always believing that they can succeed with practice and no matter

how hard they are really working to achieve that success, they are at play not work

(DeMaria, 2007). How would kids views change if they felt this way about school? Can

educators incorporate games to help change students view on learning?

What Makes a Good Game?

DeKanter (2005, p. 31) says to be effective and broadly adopted in higher

education, interactive software must meet these critical requirements:

1. Customization: Making it easy to modify content to meet specific educational

objectives of any school and the teaching styles of individual teachers.

2. Transparency: Using an open architecture that makes the underlying models

of game behavior visible and accessible to the instructor.

 43

3. Feedback: Providing a variety of ways for the student to get feedback from the

teacher, and for teachers to see the overall progress of the class

In addition, because of the pressure educators are under to meet the strict requirements of

state standards and federally funded programs, game designers must make the products

educational and user-friendly. Information that relates to learning benchmarks must be

included in teacher manuals and resource materials (Lally, 2003). An educator must be

able to choose a box or manual and quickly and easily be able to justify its use in the

classroom. Video games represent one technique which may be available to the

classroom teacher. Care should be taken that enthusiastic use of this technique does not

displace other more effective techniques (Dorman, 1997).

How Teachers are Incorporating Games

OHanlon (2007) persists, Although incorporating gaming into curriculum is still

considered avant garde to some, the argument against it is starting to lose relevance. As

technology evolves, and games take on more sophistication and tap in to so many skill

setsand the positive research piles upthe scales are leaning so far in gamings favor

that naysayers are beginning to seem simply out of touch, or just plain stubborn (p. 4).

Are educators beginning to understand the impact of learning styles on achievement? As

childrens needs and interests are met, scores are rising and learners are successful. It

may sound like a simple solution to incorporate video games, but can the decision be very

complex?
 44

DeKanter (2005) maintains, One of the great challenges- and opportunities of

developing games that will be successful in academia is the bipolar nature of our

educational system. As a nation, we have standardized non-standardization in our

schools. Its the blessing and the curse of a culture that prides itself on individuality but

also demands national accountability for educational outcomes (p. 29). This is a

concept that is not understood by all because technologies developed as learning tools

that will be used by children at home are judged by a different set of criteria than those

educators use to determine their suitability for the classroom. Teachers must consider the

broadest range of students needs, while parents have the luxury of concentrating on the

needs of their own children (Lally, 2003). How can this communication gap be bridged?

By educating parents and teachers to relate to each others experiences, can this barrier of

differences be broken?

Lally (2003) also adds, Teachers must also choose a game that must not only fit

the needs of a classroom of children with different abilities and interests who are

expected to all perform proficiently on a standardized test, but also incorporate it in the

curriculum (p. 1). He also asserts:

While educators and parents share some similar goals for technology-based

learning tools, such as instructional efficacy, a teachers perspective encompasses

a wider view. Educators always have a basic set of questions when evaluating a

technology platform: Is it appropriate for the grade level? Does it significantly

enhance my teaching or student learning? Does it address more than one learning

modality? Is it flexible enough to address different types of students in a typical

class? Does it make learning more fun and engaging for the child? (p. 2).
 45

Designers of learning systems for schools recognize that a high degree of

granularity is needed to match the realities of how students actually acquire skills and

learn concepts. Not only do educators teach very specific skills, they also teach them in

extremely small and discrete chunks. Thus, a phonics product for the consumer market

might provide four hours of total instruction on diphthongs, whereas a similar product

designed for use in schools would supply seven hours of instruction on the topic plus

many more opportunities for students who need extra instruction to practice (Lally,

2003).

How This Study Ties In

This study explores the perceptions of children, parents, and teachers regarding

the topic of video games. Ultimately, the evidence in this literature review suggests that

there is evidence of positive skills that children can acquire through game play. Although

there is much research supporting the positive effects of video games, do parents and

teachers know and understand this? Do parents know about appropriate playing and how

to be involved in their childs gaming experience? Does social playing effect parents

views? How do teachers feel about children playing video games, especially teachers

who have children of their own? This study looks at real perspectives of children, parents,

and teacherstodays video game consumers and critics.

 46

CHAPTER THREE METHODOLOGY

The overall focus of this study was to examine the perceptions of elementary

students, parents, and teachers regarding video games. Perceptions of how often to play,

how long, social elements, the appropriateness of game selection, and the skills related to

student achievement were explored.

The design of this research was a mixed methods approach using both qualitative

and quantitative data. Creswell (2008) defines triangulation as, The process of

corroborating evidence from different individuals, types of data, or methods of data

collection (p. 266). He goes on to say, This ensures that the study will be accurate

because the information draws on multiple sources of information, individuals, or

processes.

Triangulation was used to collect data for this inquiry. The instruments used were

surveys and interviews given to students at the elementary-age level, their parents, and

the teachers in the district at the time. This allowed a comparison of the perceptions of

each group with each other to current research on the topic. By using surveys (for able

readers) and interviews (for younger students not able to independently read and write

yet), perspectives were available of students from different age and ability levels within

the first through fifth grade range.

 47

Participants

Since there is little research on video games and children under the age of eight,

this study, which includes children ages six through ten, provided useful information to

this process and others. Therefore the student sample ranged from first through fifth

graders. The student sample encompassed students of mixed ability levels, together with

students in reading support, Special Education, Title Math, Speech and Language, and

English Language Learners. They did not vary in race, as all were Caucasian students

with the exception of one American Indian. There were twenty-two male and nineteen

female participants, ranging from six to eleven years old. The student numbers of

participation were: fifteen first graders, four second graders, sixteen third graders, zero

fourth graders, and seven fifth graders. Some students who participated in this survey did

play video games, and others did not so both perspectives were available.

Parent participants allowed analysis of the feelings of parents of elementary

children and compare the information given by parents and students. Parent participants

were chosen by willingness. Parents who were able to engage in the study signed release

forms for themselves and their child. The parent participant numbers were thirteen

parents of first graders, four parents of second graders, thirteen parents of third graders,

zero parents of fourth graders, and six parents of fifth graders. Parents ranged in age from

twenty to fifty years old, with four parents in the 20-30 range, sixteen in the 31-40 range,

and fourteen in the 41-50 range. The surveys were returned by five fathers of the children

and twenty-nine mothers.

 48

Teacher participants assisted the inquiry due to their unique perspective. Teachers

work with elementary-aged students on a frequent basis, and many of them also offered

their knowledge as a teacher and a parent. Teachers were Caucasian and ranged from first

through fifth grade teachers and included specialist teachers such as music, Title Math,

Special Education, and guidance.

Setting

The participant elementary schools and others who contributed to this study were

located in southeastern Wisconsin, all within the same school district. The surveys and

interviews were implemented within the childrens own classroom setting and

administered by the cooperating classroom teacher. Surveys in grades three through five

were administered as the children read and answered their own questions. The surveys for

grades one and two were read aloud to the participants by the childs classroom teacher

and answers were recorded.

The parent surveys were sent home with the child in a sealed envelope for the

parent to fill out at their convenience and choice of location. Parents sent the surveys

back with the pre-written alphanumeric code on them in a blank and sealed envelope to

ensure anonymity. Blank teacher surveys were available in a common area for teachers to

take and fill out in the location of their choice. They were returned through interoffice

mail in sealed and indistinctive envelopes. For full consent form information, see
 49

Appendix A for student consent form and Appendix B for parent and teacher consent

form.

Instruments

The instruments used to obtain this data include surveys and interviews with the

participants. See Appendix C for a complete sample student survey, Appendix D for a

parent survey, and Appendix E for a teacher survey. The survey was conducted using

original instruments regarding the topic of video games because no reliable surveys were

available. Questions were asked based on the research conducted in order to compare

perceptions of participants.

Each survey had a total of thirteen questions. There were separate surveys for

students, parents, and teachers, but each asked the important questions in a manner for

the participants to understand. The teacher survey differed because they were asked more

of their own perceptions and thoughts without associating with a specific child. It could

not be assumed that all teachers had their own child to complete the survey regarding, so

their questions were more general.

All surveys were given using alphanumeric codes to ensure anonymity. Student

codes were given using the number of their grade level and a corresponding letter to their

name. Parents were given the same alphanumeric code as their child. Teachers were

given a number based on participation. The subsequent section will detail the procedure

used to attain this information.

 50

Procedure

In order to conduct this research, the first step was to obtain permission from the

Superintendent of the cooperating school district. After an explanation of the research

and process, the Superintendent consented to include the district and wrote a formal letter

of approval. Informative meetings were then held with both elementary principals in

order to make them knowledgeable about the overall study, surveys and interviews that

would be conducted within their buildings. After approval, student participants were

chosen for the process.

Teachers from first through fifth grade classes were chosen by willingness to

participate. Four teachers consented to allow their class to be a participating class in the

research. These teachers sent consent forms in a sealed envelope for both the parent and

child. Consent forms were returned in blank white envelopes and confidentially given or

sent through interoffice mail. All consent forms were kept in a locked safe. Blank consent

forms were placed in a common area for teachers to fill out and return. Ten teachers filled

out the consent forms and participated in this process.

A survey was constructed to obtain data relevant to the questions specific to this

inquiry. A similar survey was not available so three instruments, a student survey (See

Appendix C), a parent survey (See Appendix D), and a teacher survey (see Appendix E)

were composed. Students who were not able to read or write the answers to their own

questions were given the surveys in an interview format with an adult writing down their

responses.
 51

Reliability and Validity

This survey was given to a test population before being used with the research

participants. It was modified based on input and opinions from the test population. Some

of the modifications included: adding an age range for parents for their own comfort,

defining the skills for students in order to facilitate understanding, changing the wording

on the student survey from game that helps this skill to how games help this skill in

order to better understand the perceptions of participants, and adding the question of the

relationship of the parent to the child. All these modifications helped better achieve the

purpose of the survey.

This study can be recreated by using the surveys on a different population with

the same surveys for students, parents, and teachers. By having the surveys readily

available, another researcher can distribute them and analyze results. This study would be

beneficial to many populations and may show different data based on the participants

contributing.

Data Analysis

The data was analyzed both qualitatively and quantitatively. Many questions were

asked with specific answer choices in order to give a range for the data. In addition, open-

ended questions were given in order to obtain more personal information and perceptions

from the participants.

 52

Quantitative answers were entered into a Microsoft Excel spreadsheet to be

analyzed. Qualitative answers were typed into a Microsoft Word document. This allowed

the researcher to have the data all in one accessible location to copy and paste

information into the research document. Parent and teacher data from the skills section

was averaged and the median and mode were found.

By organizing the data, results will be able to be utilized to the fullest extent.

Themes and patterns of the data will be analyzed using deductive reasoning. This will

add to the literature and research on student, parent, and teacher perspective on the topic

of video games.
 53

CHAPTER FOUR RESULTS, ANALYSIS, AND DISCUSSION

The problem of this study was to examine student, parent, and teacher

perspectives on the topic of video games. This study was guided by the following

questions:

1. What are student, parent, and teacher perspectives on the topic of video games?

2. Are there social aspects of video game play?

3. Are there positive skills transferred from playing video games into the elementary

classroom that can enhance student learning?

4. What are these skills?

5. Do the elements of appropriate play (how often and how long children play)

affect the positive and negative outcomes of video games?

The results from this research were gathered using surveys (for able-reading

participants), interviews (for participants who were not as strong in reading), and school

district statistics. The population surveyed resided in southeastern Wisconsin, in a small

predominantly Caucasian school district. District statistics, taken from the 2005-2006

School Performance Report included 130.68 full-time licensed staff members employed,

$9,616 spent per pupil, and a graduation rate of 92.5%.

Two elementary schools were utilized for this research with a combined total of

318 students and an average attendance rate of 96.39%. Of this population, only 41

students were included in this study. Elementary-aged students, parents of these students,
 54

and teachers in the district were surveyed to determine their opinions. Parents and

teachers were also Caucasian and predominately female.

Participant Demographics

The participants in this study included students in grades one through five, their

parents, and teachers. Students were asked their exact age and parents were asked to

circle a range to confirm their age. This was to help parents feel more comfortable if they

did not want to report their exact age. See Table 1 for student ages and Table 2 for parent

ages. Among participants, gender differences were: 54% boys and 46% girls in the

student population, 15% men and 85% women in the parent participants, and 100%

women in the teacher sample. See Figures 1 and 2 for participant ages.

Figure 1 Age of Student Participants

Stude nt Age s

A ge 11
7%
A ge 10
7%
Age 6
32%

A ge 9
15%

A ge 7
A ge 8 12%
27%
 55

Figure 2 Age of Parent Participants

Parent Age Ranges

51+ years 20-30 years

0% 12%

41-50 years
41%

31-40 years
47%

Video Game Usage

Participants reported the following video game usage: 85% of students reported

that they do play video games while the other 15% do not; parents reported that 82% of

their children play video games and 18% do not; 36% of parents admitted to playing

video games, of the 60% of teachers who have children all 100% of those kids play video

games.

Applicants were then asked which game systems they play, with the following

choices given: Xbox/Xbox 360, Nintendo (Wii, Super Nintendo, Game Cube),

Playstation (1, 2, or 3), and/or handheld games (Gameboy, Nintendo DS, PSP).

Participants were able to circle more than one answer if it applied. Conclusions are

specified in Table 1. The purpose of this question was for participants to understand the

game systems in question. This survey was not intended to include computer games and
 56

by asking this question the participants were aware of the systems they should be

considering when completing this survey. See Appendixes C, D, and E for complete

surveys.

Table 1 Percentages of Game Systems Played

Game System Number of Percentage of Percentage of

students students parents whose
children play
Xbox/Xbox 360 8 12% 4%

Nintendo 14 22% 18%

Playstation 23 37% 38%

Handheld Games 18 29% 40%

Students were asked how often they play with these choices given: 1-5 times a

month, 1-5 times a week, or every day. Parents and teachers reported based on their own

childs play time. Outcomes are reported in Table 2. This question helped narrow down

information about playing time, as well as compare data between the groups.

Table 2 Reported Video Game Usage

How often do you Reported Reported Reported

play? percentage from percentage from percentage from
students parents (regarding teachers as parents
children) (regarding children)
Never 15% 24% 0%

1-5 times a month 17% 32% 17%

1-5 times a week 51% 35% 83%

Every day 17% 9% 0%

 57

Along with the frequency of play time, students were also asked about how long

they play once they begin, on each occasion of playing. Parents and teachers were asked

the same question in relation to their childs play. The choices of less than an hour, about

an hour, about two hours, or more than two hours were given. Results are given in Table

3. This question was intended to determine the average and appropriate (if different) play

time of children in this age group based on the perceptions of students and parents. These

percentages are based only on the children who play video games.

All teachers who were included in this inquiry were asked if they thought children

should play video games. Of those surveyed, 90% conveyed yes, commenting that

students should play certain games in moderation, with supervision, and that the skills

gained on computer and video games are vital for kids of this generation.

Table 3 Reported Video Game Usage at Each Session

How long do you Reported percentage Reported Reported

play on each from students percentage from percentage from
occasion? parents (regarding teachers as parents
children) (regarding children)
Less than an hour 34% 50% 50%

About an hour 48% 38% 50%

About two hours 9% 4% 0%

More than two hours 9% 8% 0%

 58

Social Aspects

Contributors were asked about the social aspects of playing by choosing whether

they (or their child) play video games more often alone or with friends. 54% of students

and their parents claimed that they play alone and 46% percent stated that they play with

friends. Parents then elaborated on how it is decided whether their child plays alone or

with friends. The most common reason for playing with friends was the social aspects of

playing- getting together, watching each other, family time, and parent-child bonding

time. Parents whose children mostly played alone commented on restrictions, such as

only one controller, only child, or that they dont have the games in their house so their

children go to friends homes. The last group of parents said that their child plays other

things, likes to be outside, or it depends which friend is over.

Teachers unanimously thought that children should play video games with friends

due to reasons such as interpersonal and social play, working and playing together,

authentic competition, and opinion sharing. The group also commented that there are

benefits to playing alone, but expressed that ultimately there are more benefits to playing

with others.

Another social aspect of game playing, helping a child make friends, was

explored as well. See Appendix D for complete parent survey and Appendix E for

complete teacher survey. This question was proposed to compare data and insight from

the different groups. 34% of students, 54% of parents, and 60% of teachers said that

video games do help children make friends; while 66% of students, 44% of parents, and
 59

20% of teachers do not think video games help. One parent and two teachers did not

respond to the question.

Game Choice and Skills

Students were then asked how they choose the games they play in the student

survey in Appendix C. Children were given space to write how they choose their games

and in the interview format they vocalized their answers. This question was proposed to

get information about the adult involvement in helping young children select appropriate

video games. Students mostly answered that they chose games based on whether they

were fun or not, in their own opinion, with explanations such as, I choose the ones that

look like they will be fun and I just see if I like them and then play them. Another

trend in student answers was that they played with someone elses help, like a friend,

sibling, or parent. Some responses included, My friends are there and they help, When

I play with my sister I let her pick the game, and My brother picks them because I

dont know which ones to pick. Some children also liked to choose games with familiar

characters, such as If I have the movie I want the video game and Usually I play the

game that I watch on TV. The last tendency of answers included kids who chose them

without any reason. Some commented, I look at the shelf and pick whatever I want or

I look at them. One student even said that she chose the games by Eenie, meenie,

miney, mo.
 60

Parent reactions to this open-ended question were intended to compare their

perception of involvement to that of their childs. The most common response was that

the parent buys the games without any clarification. Comments such as, I buy all of her

games, I pick out the games, and It must be approved by me help elucidate that

parents are involved in the process but not particularly how. Many parents commented on

the appropriateness of the games, saying ideas like, I read up on what the games are.

Ive even tried them before purchasing. I look at the ratings as well as why its rated

mature, teen, everyone, and what is involved to play the game. Many parents and

teachers as parents mentioned looking at the ratings, content, and recommendations.

Others preview the games before letting their child play. Supervision seemed to be the

common thread between the adults.

After revealing how they chose the games they played, participants were asked if

they thought video games ever helped them with school. This question was asked in order

to determine student perceptions of video games in relation to support in school by a

simple yes or no response. 62% of students, 74% of parents, and 90% of teachers claimed

that video games do help children with school, while 38% of students and 26% of parents

said they do not. One teacher participant answered not sure. Some remarks included,

kids love technology, play always helps children develop, there are some great

academic games for math and reading, and there is a concentration and perseverance

aspect to be gained by many.

Student participants were also asked about specific skills relating to video game

usage. The skills are listed in Table 4, along with the child responses of yes (video games

help me with this skill) or no (video games do not help me with this skill). Children were
 61

also given a written explanation of some of the harder concepts, such as hand-eye

coordination and fine motor skills. Parents and teachers were asked to rate these skills

according to their helpfulness. The scale went from 1-11, 11 being the highest with one

number being assigned to each skill and each number only used once. By prioritizing

these skills in order of their support of skills, parents and teachers were asked to examine

their beliefs on what specific skills are acquired. Table 4 highlights the ratings of all

participants.

The data showed high parent modes in hand-eye coordination and fine motor

skills. In addition the averages varied up to 2 points in some cases, concluding that some

participants had outlying answers. Also, there was a 4 point discrepancy between parent

and teacher median answer regarding student motivation. See Table 4 for complete

results.

When asked if video games help children with any other skills, responses were

given of: social skills such as patience, sharing, taking turns, and persistence, technology

skills, and specific academic skills such as geography, problem-solving, and economics.

One child said that video games help him organize his thinking.

Good Games

Students were asked what they thought made a video game good. This open-

ended questions purpose was to help understand the perspectives of students regarding

the popularity and interest of video games. This question intended to help understand

what children enjoy most about playing video games. Answer trends were divided among
 62

the game being fun and the game having specific elements in it. Many students thought a

game was good if it was fun when you play it. Students commented, You can do stuff in

a virtual world and I think thats fun and A video game is fun if you get to play it.

Others wanted specifics in a game, such as football games, dog games, racing games,

games with light sabers, and sports games. Others commented on other elements such as,

You get to fight and [I look for] violence when I play a game.

Other trends included the graphics/game design and educational games. Some

students were drawn into the background, the excitement, action, and the things

you can do. Some students look for games that are educational, such as Sometimes on

video games they help you learn. Two boys commented that good games help me read

and games that help me with math.

Parents replied with some similar answers, such as the element of fun and the

graphics and design. Answers included lots of action, excitement, color, fun, excitement,

and entertainment. The predominant answer from parents was that they thought their

child (or other children) like the competition and challenge best. Many referenced the

challenge of winning or trying to beat the game. Others thought that children had the

desire to beat the game and win, competitive challenges, and the challenge of

accomplishing the level in order to get to the next level.

A few parents mentioned the social benefits of playing, such as interaction,

parent-child bonding, and playing with other kids. Other parents included uncommon

observations such as the activity, self-esteem, sense of pride, and the idea of children
 Table 4 Positive Skills Transferred from Video Games

Skill Yes No Parent Parent Parent Teacher Teacher Teacher

Mean Median Mean Rating Median
(child) (child) Mode Mode
Rating
(of 11) (of 11) (of 11)
(of 11) (of 11)
(of 11)
Decision-making skills 46% 54% 6.65 6 6 7.67 8 8

Hand-eye coordination 68% 32% 8.26 10 11 8.11 10 10

Fine motor skills 41% 59% 7 8 10 6.56 7 9

Reading 61% 39% 5.41 5 7 4.89 5 4

Health/exercise 29% 71% 3.03 1 1 2.33 1 1

Raising self-esteem 61% 39% 4.56 4 2 5.11 4 4

Increasing reaction 59% 41% 7.09 8 9 7.56 7 7

time
Making friends 56% 44% 5.18 5 2 3.11 2 2

Motivation 78% 22% 5.09 5 5 8.56 9 11

Making choices 66% 34% 6.94 7 9 6.89 7 7

Using imagination 63% 37% 6.65 6.5 7 5.22 5 8

 64

having things (such as pets) in a virtual world that are not possible in reality. Teachers as

parents also reported the graphics and design, such as the action, sounds, and stimulation,

the elements of competition and control, and the rewards of achievement and instant

feedback. Teachers without children of their own also noted essentials of design,

stimulation, interaction, choice, unpredictability, and it seems to be an escape for some.

Results

This research revealed many elements of video games in relation to elementary-

aged students, their parents and teachers. 85% of students surveyed reportedly play video

games. According to a study by Anand (2007), Video game penetration in the United

States is significant with 90% of U.S. households with children having rented or owned a

video or computer game (p. 553). Although this inquiry asked students if they play

video games (in present tense), the statistics were very close. 85% of students did claim

to play video games. The most common game system played by children was Playstation.

The video game rating system by Buckleitner (2007) has been explored by many

parents as they reported using this to help determine appropriate games. This rating

system was designed to help consumers be able to make an educated decision, and many

parents and teachers as parents are taking advantage of this opportunity.

DeMaria (2007) stated, As we move forward in the twenty-first century, video

games may well become more and more recognized for their power and potential to teach

and inspire (p. 1). This statement was reiterated throughout this inquiry as 62% of kids,

74% of parents, 90% of teachers attested that video games do help kids with school.
 65

Students reported school-related skill such as motivation, hand-eye coordination, and

making choices. Parents reported hand-eye coordination, increasing reaction time, and

fine motor skills as the major benefits to game playing, and teachers reported motivation,

hand-eye coordination, and decision-making skills as their top skills. According to

Bertolini & Nissum (2002):

Childrens interest in video games was far more complex than we had thought

previously. Children were drawn into a virtual world of three-dimensional

images, full of action, where the experience of traveling and adventure became a

form of exploration that could stretch out over time and space in a highly variable

manner, possibly even for weeks or months (p. 308).

Children reported being attracted to games due to specific elements, graphics,

educational value, and fun. These features, along with a sense of motivation, can help

adults understand the draw of games in the eye of a child. DeMaria (2007) claims that,

We play to learn and practice skills, to achieve beneficial mental stress, to feel

empowered and rewarded by successes, to explore fantasies, to experiment with

forbidden activities, to relax, and to socialize. One of the most powerful aspects of

games is their ability to motivate us to immerse ourselves in worlds where our minds are

wide open and ready to learn and persist in that learning (p. 60).

Provenzo Jr. (1992) reported that, Video games can offer consumers a type of

medium providing information that both entertains and educates (p. 1). Parents thought

kids enjoyed video games for the elements of fun, challenge/competition, graphics, and

social elements. Teachers thought kids like the graphics, competition, and rewards/instant
 66

feedback. Students reported the elements of fun, as well as academic benefits such as

reading, math, and decision making. Kids know they are learning and enjoy the

challenge, as research by Prensky (2006) states. All populations included elements of

entertainment and educational skills.

With the entertainment and educational benefits, video games can have many

positive effects, but communication and supervision is essential. Prensky (2006)

suggests: This is your mission as a parent: You can and must make an effort to find out

what your kids are doing and talk to them about it, rather than letting them just close

themselves in their rooms doing something we dont understand and cant talk about (p.

111) He also goes on to say that, The more you engage your kids in conversation about

their world and the things that interest them, the more they will appreciate what you are

doing, and the more they will be open to talking, sharing, and accepting suggestions and

guidance (p. 140).

Analysis

The views obtained throughout this research were found through surveys at two

elementary schools in southeastern Wisconsin. The elementary schools did not have

much racial diversity and most students came from middle-class families. This did lead

to a more limited view of results, but findings did parallel research by DeMaria (2007),

Gee (2003), and Prensky (2007). The omission of a fourth grade classroom did not seem

to affect the overall statistics of this age range.

 67

In addition, some surprises in limitations included: there were no male teachers

who participated in the study, the majority of surveys completed by parents were from

students mothers, and there were no parents older than 50 years old included in the data.

Another unexpected outcome was that there was a 3% discrepancy between

children saying that they play video games and parents reporting that their child plays

video games. This minor percentage was still surprising that some parents are unaware of

their childs playing. Does this gap in communication lead to different attitudes about

playing?

34% of students versus 50% of parents and teachers thought kids should (and do)

play video games for less than an hour. Then 48% of students reported playing about an

hour, while 38% of their parents and 50% of their teachers testified to that range of

playing time. The difference in statistics of children may be due to their inability to

correctly perceive elapsed time. Many children did not know what an hour was, or

guessed at the length of their playing.

It was also surprising that there were not any teachers who thought children

should play for more than an hour. 0% reported appropriate playing time of about two

hours or more than two hours. 83% of teachers as parents also thought that it was

appropriate for their children to play 1-5 times a week, while parents were split in a three-

way decision between never, 1-5 times a month, and 1-5 times a week. Is this more

lenient teacher view due to their exposure to many children in addition to their own?

Of all the parents who completed the survey, 9% claimed that their child did not

play video games but that video games help children with social skills and making

friends. Why was there a difference in opinion? If parents believe video games have
 68

social benefits, do they also believe that the other negatives outweigh the positives? On

the other hand, 41% of parents whose children do play video games stated that video

games do not help children make friends. What are the other benefits to playing video

games that still allow them to let their child indulge in game time?

One final surprise in this research was that the element of challenge and

competition was not noted by any student participant as a reason to play, yet parents and

teachers mentioned this as one of the top reasons. Is this due to parents and teachers

having a different perspective of playing than children do? Or is it due to a higher level of

thinking by adults that the children have not yet realized?

Discussion

Children, parents, and teachers agree that video games do have positive effects

that affect student learning and growth. Skills such as hand-eye coordination, increased

reaction time, the use of imagination and choices, reading practice, and decision-making

skills are reinforced in video games, as well as academic settings.

Social aspects of playing are important. The social experience of playing was

reinforced with all populations. Children have the potential to grow and learn from each

interaction with others and video games offer a venue for that. Many parents, even those

whose children do not play with others, reported benefits and justified unaccompanied

play in a way that alluded to the fact that they would like their child to play with others if

the situation could accommodate it.

 69

Even with all the benefits reported by children, parents, and teachers, they come

with a stipulation: supervision. Children need guidance in video game selection because

their thought process is not always a complex one, as they choose games for reasons like

eenie meenie miney mo. Some kids admit that they need help in choosing, from a

sibling or family member. Kids dont always notice or understand the positive and

negative elements of each video game. Overall, parents were very aware of appropriate

play time, length, and how their involvement affects their child and game playing.
 70

CHAPTER FIVE SUMMARY AND CONCLUSIONS

The purpose of this study was to examine student, parent, and teacher

perspectives on video games. It also looked at:

1) Whether there were positive skills transferred from playing video games into the

elementary classroom that enhance student learning

2) What these skills were

3) The social aspects of video game play

4) How the elements of appropriate play (how often and how long children play)

affected the positive and negative outcomes of video games.

The current literature presented conflicting viewpoints in regard to the effects of

video games on childrens social and educational growth. In addition, previous research

focused primarily on children eight years and up. Therefore, themes extracted from the

literature helped designate survey questions for children that were modified to meet the

needs of a younger range of children from six through eleven years of age.

The data collected from the surveys in this study revealed some evidence that

students, teachers, and parents were in agreement that video games do have some positive

effects. Skills such as decision-making skills, hand-eye coordination, fine motor practice,

increased reaction time, engaging social situations, motivation, the use of imagination,

and the performance of reading were all skills reported by the majority of the

participants.
 71

This research brought to light many reasons that children play video games.

Students reported enjoying games that were fun, had specific elements they were looking

for such as sports or characters, had good graphics and game design, and had educational

value. Parents claimed that their children enjoy the elements of fun, excitement,

entertainment, challenge and competition, social benefits, and game design. Teachers

thought the instant feedback, sounds, stimulation, competition, and rewards of

achievement were the main reasons that children enjoyed video games.

Another outcome was that parents play an active and significant role in their

childs game playing experiences. Parents and teachers believe that play time should be

monitored, as well as the content of the game played. Most adults agreed that one to five

times a week is an appropriate amount of play time for this age group of children ages 6-

11 years old. In addition, they agreed that children should play for an hour or less on each

occasion. Children, parents, and teachers concurred that supervision in game choice is an

important element in suitability. Some children admitted needing help in choosing

appropriate games, parents described looking at game ratings and content, and some

teachers claimed to test games before their child played them.

Another theme of this research was that social engagement of playing was an

important element to all populations. Children enjoyed playing together, parents observed

social benefits, and teachers viewed it as an opportunity for essential developmental play

time. With the changing age of technology, opportunity for free-play and problem-

solving skills can be limited, and video games offer a chance for children to engage

themselves in these authentic experiences.

 72

Questions for Further Study

In order to meet the needs of a changing generation of technology-advanced

students, teachers must be aware of potential teaching methods that are appropriate for

this population. In regards to video games and their potential integration into the

classroom, teachers must be informed of the possible positive and negative effects of

video games and be constantly supervising the situation. Parents must also monitor and

guide their children in their game choices, play time, and communicate their expectations

for playing. As parents and teachers educate themselves, they may increase the positive

experiences for children as they understand more about the games played, the reasons for

playing, and their essential role in childrens game playing experiences.

This study posed some related questions. Should schools look into meeting the

needs of their students through video games in an academic setting? What barriers can

they expect to encounter? As schools embark on the journey of integrating technology,

how does standardized testing affect how and what is taught? In addition, as video game

popularity continues to grow, how can education keep up with the interests of its future

children? How would education differ if children felt the same about going to school as

they did about the interactive world of playing video games?

In addition, if schools do integrate video games into the curriculum, should

students be aware of the learning outcomes? Are more students apt to play when thinking

the primary purpose is for entertainment? Or should students be aware of the positive

academic skills they can enhance through video game play?

 73

Future Implications

This study has many implications for the future regarding the students, parents,

and teachers researched. It was observed that students are not unrealistic about their

expectations of video games. Only 62% of students reported that video games help them

with school, realizing that video games are mainly for entertainment. Yet when asked

about specific elements more than 62% responded yes to video games increasing the

skills of hand-eye coordination, motivation, the use of imagination, and decision-making.

This means that although children know that the primary purpose of video games is for

entertainment, they do have potential to help them with specific academic skills.

One important note for parents is that not a single child participant listed

competition as a reason to play video games. This is notable due to the fact that parents

can make the decision whether or not to introduce their child to the concept of

competition or to avoid it until the child is ready to understand. In addition, parents

should be aware of their childs playing time. 83% of children reported that they play

video games less than 6 times a week, and 82% do not play for more than an hour at a

sitting. If parents continue to monitor their childs game playing time as they did in this

study, children should be able to find a balance between video games and other activities.

The common thread of supervision and communication are imperative for parents in

choosing games, observing their child while playing, and dialoguing. This will help make

video gaming a safe, fun, and academic experience for the child. In addition, many

parents use video games as a common ground to begin dialogue with their child. Some
 74

even play with their child, creating a positive experience and an attitude of acceptance for

something that 85% of these students reported doing.

A positive outcome of this inquiry was that video games can be integrated in a

school curriculum with clear communication. Parents and teachers were willing to accept

that video games do have benefits that carry over to a school setting. With positive

expectations, supervision, and knowledge of the content of games, parents are able to be

notified of the benefits that their child will receive from their playing experience. In fact,

throughout this research, one of the schools surveyed received a donation to buy hand-

held Leapster game systems to be used as a literacy center in first grade classrooms. With

an informative parent letter, there were no resistors.

Child participants reported that the elements of video games that they liked

included fun elements, specific interest items (such as sports and animals), and academic

aspects. Children do want to learn, especially when its in a way that they find fun. If

teachers and schools utilize the elements that children enjoy, they will reach more

students and foster a lifelong love of learning.

Ultimately, attempts to repeat this study would be beneficial on a larger and more

diverse population. Further exploration into new populations, including more male

teachers and fathers of elementary-aged students will help identify any other issues or

concerns pertaining to video games and their developmental effects. In addition, further

research into the appropriate assimilation of video games would benefit elementary

school teachers when attempting to incorporate them into the curriculum or daily routine.
 75

REFERENCES

Abelman, R. (2007). Fighting the war on indecency: Mediating TV, internet, and

videogame usage among achieving and underachieving gifted children. Roeper

Review, 29(2), 100-112.

Anand, V. (2007). A study of time management: The correlation between video game

usage and academic performance markers. CyberPsychology & Behavior, 10(4),

552-559.

Atkins, E., Nixon, K., Fling, S., Smith, L., Rodriguez, T., & Thornton, D. (1992).

Videogames, aggression, and self-esteem: A survey. Social Behavior & Personality:

An International Journal, 20(1), 39-38.

Bacigalupa, C. (2005). The use of video games by kindergartners in a family child care

setting. Early Childhood Education Journal, 33(1), 25.

Barenthin, J., & Van Puymbroeck, M. (2006). Research update: The joystick generation.

Parks & Recreation, 41(8), 24-29.

Barton, D. & Hamilton, M. (1998). Local illiteracies: reading and writing in one

community. London: Routledge.

Bertolini, R., & Nissim, S. (2002). Video games and children's imagination. Journal of

Child Psychotherapy, 28(3), 305-325.

 76

Blaisdell, M. (2006). Educational gaming: All the right MUVEs. T.H.E.Journal, 33(14),

28.

Buckleitner, W. (2007). Is this game ok to play? Scholastic Parent & Child, 14(6), 12-12.

Bush, V. (2006). "Don't bother me mom--I'm learning!": How computer and video games

are preparing your kids for 21st century success--and how you can help! Booklist,

102(13; 13), 55.

Cambourne, B. (2002). The conditions of learning: Is learning natural? Reading Teacher,

55(8; 8), 758.

Carlson, S. (2003). Can grand theft auto inspire professors? Chronicle of Higher

Education, 49(49), A31.

Cesarone, B. Video games and children. Emergency Librarian, 22(3), 31.

Chumbley, J., & Griffiths, M. (2006). Affect and the computer game player: The effect of

gender, personality, and game reinforcement structure on affective responses to

computer game-play. CyberPsychology & Behavior, 9(3), 308-316.

Coffin, D. C. (1990). Tetris. ETC: A Review of General Semantics, 47(1), 72-76.

Cook, D. A., & Smith, A. J. (2006). Validity of index of learning styles scores:

Multitraitmultimethod comparison with three cognitive / learning style instruments.

Medical Education, 40(9), 900-907.

 77

Compton-Lilly, C. (2007) What can video games teach us about teaching reading? The

Reading Teacher, 60(8), 718-727

Creswell, J. (2008) Educational research: planning, conducting, and evaluating

quantitative and qualitative research. Upper Saddle River, New Jersey: Pearson

Education, Inc.

DeKanter, N. (2005). Gaming redefines interactivity for learning. TechTrends: Linking

Research & Practice to Improve Learning, 49(3), 26-31.

DeMaria, R. (2007). Reset: Changing the way we look at video games. San Francisco,

Calif: Berrett-Koehler Publishers.

Dickey, M. (2006). Game design narrative for learning: Appropriating adventure game

design narrative devices and techniques for the design of interactive learning

environments. Educational Technology Research & Development, 54(3), 245-263.

Din, F. S., & Calao, J. (2001). The effects of playing educational video games on

kindergarten achievement. Child Study Journal, 31(2), 95.

Dorman, S. M. (1997). Video and computer games; effect on children and implications

for health education. Journal of School Health, 67(4), 133.

Eglesz, D., Fekete, I., Kiss, O. E., & Izso, L. (2005). Computer games are fun? on

professional games and players' motivations. Educational Media International,

42(2), 117.
 78

Einarsdottir, J. (2006). From Preschool to primary school: When different contexts

meet. Scandinavian Journal of Educational Research, 50(2), 165-184.

Epstein, L. H., Beecher, M. D., Graf, J. L., & Roemmich, J. N. (2007). Choice of

interactive dance and bicycle games in overweight and nonoverweight youth. Annals

of Behavioral Medicine, 33(2), 124-131.

Funk, J. B., Chan, M., Brouwer, J., & Curtiss, K. (2006). A biopsychosocial analysis of

the video game-playing experience of children and adults in the united states. Simile,

6(3), 1-1.

Gee, J. (2003) What video games have to teach us about learning and literacy. New

York: Palgrave Macmillan Ltd.

Gomolski, B. (2001). Learning how to play. InfoWorld, 23(49), 10.

Green, C. S., & Bavelier, D. (2007). Action-video-game experience alters the spatial

resolution of vision. Psychological Science, 18(1), 88-94.

Griffiths, M. (2003). Videogames: Advice for parents and teachers. Education & Health,

21(3; 3), 48-49.

Hassett, K. (2007). The games we play, National Review Inc.

Houghton, S., Milner, N., West, J., Douglas, G., Lawrence, V., Whiting, K., et al. (2004).

Motor control and sequencing of boys with attention-Deficit/Hyperactivity disorder

 79

(ADHD) during computer game play. British Journal of Educational Technology,

35(1), 21.

Joynt, P. (2006). Games vs. politics. PC Magazine, 25(14), 114-115.

Kadakia, M. (2005). Increasing student engagement by using morrowind to analyze

choices and consequences Springer Science & Business Media B.V.

Lally, B. (2003). Difference by design: Taking learning tools from the homeinto the

classroom. T H E Journal, 31(5), 23-24.

Leifer, D. (2007). The gangs all here. Nursing Standard, 21 (28), 18-19

Luepker, R. V. (1999). How physically active are american children and what can we do

about it? International Journal of Obesity & Related Metabolic Disorders, 23, s12.

Murphy, J. Alper, B, Moes, D, & Somes, G. (1986). Race and cardiovascular reactivity: a

neglected relationship. Hypertension, 8 (11), 1075-1083.

Myers, S. S. (1990). The management of curriculum time as it relates to student..

Educational Review, 42(1), 13.

Neiburger, E. (2007). Games... in the library? School Library Journal, 53(7), 28-29.
 80

Nikken, P., & Jansz, J. (2006). Parental mediation of children's videogame playing: A

comparison of the reports by parents and children. Learning, Media & Technology,

31(2), 181.

Norton-Meier, L. (2005). Joining the video-game literacy club: A reluctant mother tries

to join the "flow". Journal of Adolescent & Adult Literacy, 48(5), 428-432.

O'Hanlon, C. (2007). EAT breakfast, DRINK milk, PLAY xbox. (cover story). T H E

Journal, 34(4), 34-39.

Okan, Z. (2003). Edutainment: Is learning at risk? British Journal of Educational

Technology, 34(3), 255-264.

Okita, S. Y. (2004). Effects of age on associating virtual and embodied toys.

CyberPsychology & Behavior, 7(4), 464-471.

O'Neil, H. F., Wainess, R., & Baker, E. L. (2005). Classification of learning outcomes:

Evidence from the computer games literature. Curriculum Journal, 16(4), 455-474.

Park, C. (2003). Engaging students in the learning process: The learning journal. Journal

of Geography in Higher Education, 27(2), 183.

Pavlova, M. (2005). Social change: How should technology education respond?

International Journal of Technology & Design Education, 15(3), 199-215.

 81

Preece, J. (2006). Beyond the learning society: The learning world? International Journal

of Lifelong Education, 25(3), 307-320.

Prensky, M. (2006). "Don't bother me mom, I'm learning!" : How computer and video

games are preparing your kids for twenty-first century success and how you can

help! (1st ed.). St. Paul, Minn: Paragon House.

Price, L. (2004). Individual differences in learning: Cognitive control, cognitive style,

and learning style. Educational Psychology, 24(5), 681-698.

Provenzo Jr., E. F. (1992). What do video games teach? Education Digest, 58(4), 56.

Ridgway, J., & McCusker, S. (2003). Using computers to assess new educational goals.

Assessment in Education: Principles, Policy & Practice, 10(3), 309-328.

Rosevear, J. (2006). What kids can learn from video games. Instructor, 116(1; 1), 73-73.

School performance report. Retrieved from www.easttroy.k12.wi.us.

Sefton-Green, J. (2005). Changing the rules? computer games, theory, learning, and play.

Discourse: Studies in the Cultural Politics of Education, 26(3), 411-419.

Sheese, B. E., & Graziano, W. G. (2005). Deciding to defect. Psychological Science,

16(5), 354-357.

Shier, M. T. (2005). The way technology changes how we do what we do. New

Directions for Student Services, (112), 77-87.

 82

Shreve, J., & George Lucas Educational Foundation, San Rafael, CA. (2005). Let the

games begin. video games, once confiscated in class, are now a key teaching tool. if

they're done rightGeorge Lucas Educational Foundation.

Simpson, E. S. (2005). What teachers need to know about the video game generation.

TechTrends: Linking Research & Practice to Improve Learning, 49(5), 17-22.

Sparks, J. (2003). Permanently plugged in. Newsweek, 142(10), E8-E8.

Stern, K. (2007). Play me a story: Games based on children's books. Teacher Librarian,

34(4), 30-34.

Syken, B. (2001). My kid's a gamer. should I worry? ON Magazine, 6(4), 35.

Tallim, J. (2004). What video games have to teach us about learning and literacy. Journal

of Adolescent & Adult Literacy, 48(2), 173-181.

Walsh, D. A., & Gentile, D. A. (2001). A validity test of movie, television and video-

game ratings. Pediatrics, 107(6), 1302.

Weisner, T. S. (2002). Ecocultural understanding of children's developmental

pathways.Human Development (0018716X), 45(4), 275-281.

 83

APPENDIX A

CARROLL COLLEGE RESEARCH CONSENT FORM

Are there Positive Effects and Skills that can be Transferred from Video Games into the Elementary
Classroom to Enhance Student Learning?
Tiffany Coopman

Dear parents,

I, a first grade teacher in the district, am a graduate student enrolled in the research core at Carroll
College, located in Waukesha, Wisconsin. I am asking for your permission to include yourself and your
child as a participant in my thesis research of the potential positive effects and skills transferred from video
games into the elementary classroom to enhance student learning. Through the use of student, parent, and
teacher surveys, I will determine the different perspectives related to appropriate game playing, game
selection, and if there are positive effects and skills that can be transferred from video games. It is my
intention to discover if there are benefits of video game playing that can help others be more accepting of
the changing generation. Your child does not need to play video games to participate in the study; it is
merely asking opinions from different sources (students, parents, and teachers) relating to the subject of
video games.
Students who are willing to participate in the study will be given a two sided survey to complete.
They will do this either orally (for students who need support with the reading of the survey) or written (for
competent readers). In addition, I will send a survey home for you to fill out with similar questions. Please
do NOT discuss the survey with your child until both your survey and your childs have been turned in.
Your childs teacher will also fill out a survey relating to their perspective on video game playing. Your
child will be assigned an alphanumeric code that will conceal their identity for the purpose of the study.
You will also be given the same number to correlate your childs responses with yours and your answers
will also be kept confidential. I will be the only person reading the responses and will not mention names
when referencing answers. Your childs teacher will determine an appropriate time to administer the
survey, which should take no more than ten minutes of your childs time. I would be more than happy to
discuss any part of the research with you at any time.
There are no expected risks or side effects that participants will experience. It is my hope that the
survey will assist others by opening their eyes to potential positive effects and skills that may be transferred
from video games. As Provenzo (1992) stated, Video games are a major consumer product for our
childrenone that might soon be in the classroom. As educators, we need to be aware of our students
learning styles and preferences. Incorporating the use of technology, such as video games, in the classroom
may be in our future and it is up to us to appropriately use our resources. By learning more about the
subject, we can make more informed decisions about possibilities for our classroom.
I would greatly appreciate your consent (by signing and dating the back of this letter) to have
you and your child participate in this valuable study. However, if you choose not to allow your child to
participate or not to participate yourself, simply refrain from signing this consent form. Regardless of your
decision, I thank you for your time in reading this letter and considering this study. Signing the letter and
having your child participate in this study will greatly help the field of education and myself. I do
appreciate the consideration you took in making this decision. Furthermore, you may withdraw your child
from the study at any time without any penalty or loss of benefits.
If you wish to hear results of my research, I plan to finish in December of 2008. I would be more
than willing to share with you the findings at that time. In the meantime, if you have any questions or
concerns at any point before, during or after this study, please feel free to contact me at 262-642-6727,
extension 241 or email at cootif@easttroy.k12.wi.us.

Sincerely,
Tiffany Coopman
 84

If you have any complaints about your treatment as a participant in this study, please call or
write:

Dr. Joann Passaro, Provost

Carroll College
100 N. East Avenue
Waukesha, Wisconsin 53186
262/524-7267

I have read or have had read to me all of the above. Tiffany Coopman has explained the study to me and
answered all of my questions. I have been told of the risks or discomforts and possible benefits of the study.

I understand that I do not have to take part in this study, and my refusal to participate will involve no
penalty or loss of rights to which I am entitled. I may withdraw from this study at any time without penalty.

The results of this study may be published, but my records will not be revealed unless required by law.

Any identifying information obtained in this study will be treated as confidential and will be safeguarded in
accordance with the Privacy Act of 1974.

I understand my rights as a research subject/participant, and I voluntarily consent to participate in this

study. I understand what the study is about and how and why it is being done. I will receive a signed copy
of this consent form.

I, parent of _____________________________________, give permission for my child to participate in

the study.

Parent Name (printed): _____________________________________

Parent signature: _____________________________________ Date: _____________________

--------------------------------------------------------------------------------------------------------------------

I give permission for myself to be included as a participant of this study.

Parent/Your Name (printed): _____________________________________

Parent/Your signature: _____________________________________ Date: _______________

 85

APPENDIX B

CARROLL COLLEGE RESEARCH CONSENT FORM

Are there Positive Effects and Skills that can be Transferred from Video Games into the Elementary
Classroom to Enhance Student Learning?
Tiffany Coopman

Dear parents,

I, a first grade teacher in the district, am a graduate student enrolled in the research core at Carroll
College, located in Waukesha, Wisconsin. I am asking for your permission to include yourself as a
participant in my thesis research of the potential positive effects and skills transferred from video games
into the elementary classroom to enhance student learning. Through the use of student, parent, and teacher
surveys, I will determine the different perspectives related to appropriate game playing, game selection, and
if there are positive effects and skills that can be transferred from video games. It is my intention to
discover if there are benefits of video game playing that can help others be more accepting of the changing
generation.
Participants in the study will be given a two sided written survey to complete. You will be
assigned an alphanumeric code that will conceal your identity for the purpose of the study. I will be the
only person reading the responses and answers will also be kept confidential. I would be more than happy
to discuss any part of the research with you at any time.
There are no expected risks or side effects that participants will experience. It is my hope that the
survey will assist others by opening their eyes to potential positive effects and skills that may be transferred
from video games. As Provenzo (1992) stated, Video games are a major consumer product for our
childrenone that might soon be in the classroom. As educators, we need to be aware of our students
learning styles and preferences. Incorporating the use of technology, such as video games, in the classroom
may be in our future and it is up to us to appropriately use our resources. By learning more about the
subject, we can make more informed decisions about possibilities for our classroom.
I would greatly appreciate your consent (by signing and dating the back of this letter) to have
you participate in this valuable study. However, if you choose not to participate, simply refrain from
signing this consent form. Regardless of your decision, I thank you for your time in reading this letter and
considering this study. Signing the letter and participating in this study will greatly help the field of
education and myself. I do appreciate the consideration you took in making this decision. Furthermore, you
may withdraw from the study at any time without any penalty or loss of benefits.
If you wish to hear results of my research, I plan to finish in December of 2008. I would be more
than willing to share with you the findings at that time. In the meantime, if you have any questions or
concerns at any point before, during or after this study, please feel free to contact me at 262-642-6727,
extension 241 or email at cootif@easttroy.k12.wi.us.

Sincerely,

Tiffany Coopman
 86

If you have any complaints about your treatment as a participant in this study, please call or
write:

Dr. Joann Passaro, Provost

Carroll College
100 N. East Avenue
Waukesha, Wisconsin 53186
262/524-7267

I have read or have had read to me all of the above. Tiffany Coopman has explained the study to me and
answered all of my questions. I have been told of the risks or discomforts and possible benefits of the study.

I understand that I do not have to take part in this study, and my refusal to participate will involve no
penalty or loss of rights to which I am entitled. I may withdraw from this study at any time without penalty.

The results of this study may be published, but my records will not be revealed unless required by law.

Any identifying information obtained in this study will be treated as confidential and will be safeguarded in
accordance with the Privacy Act of 1974.

I understand my rights as a research subject/participant, and I voluntarily consent to participate in this

study. I understand what the study is about and how and why it is being done. I will receive a signed copy
of this consent form.

I give permission for myself to be included as a participant of this study.

Name (printed): _____________________________________

Signature: _____________________________________ Date: _____________________

 87

APPENDIX C

Student survey

1. Age: _______

2. Circle one:
Boy
Girl

3. Do you play video games? Circle one:

Yes
No
----------------------------------------------------------------- GO TO NUMBER 10 IF ANSWER IS NO

4. What game systems do you play? Circle any that you play:
Xbox/Xbox 360
Nintendo (Wii, Super Nintendo, Game Cube)
Playstation (1, 2, or 3)
Handheld games (Gameboy, Nintendo DS, PSP)
Other: ________________________

5. How often do you play? Circle one:

1-5 times a month
1-5 times a week
Every day

6. How long do you play once you have started? Circle one:
Less than an hour
About an hour
About two hours
More than 2 hours

7. Do you play games MORE alone or with friends? Circle one:

Alone
With friends

8. How do you choose the games you play?

_____________________________________________________________________________

______________________________________________________________________________

9. How many video games do you own? Estimate/guess the number: ________

10. Do you think video games ever help you with school? Circle one:
Yes
No

11. Do you think video games ever help you make friends? Circle one:
Yes
No
 88

12. What do you think makes a video game good?

______________________________________________________________________________

13. Circle the ONE kind of game you like BEST (or would like to play best):
Strategy games (you have to figure something out)
Action games (where you are moving around, adventure game)
Puzzle games
Role-play games (where you can be someone different)
Sports games

14. Circle YES if you think video games help you with the skill or NO if you dont think they help you. If
you say Yes, please tell how you think games help you.

Yes No decision-making skills (helping you make choices)

How: _________________________________

Yes No hand-eye coordination (able to see and move at the same time)
How: _________________________________

Yes No fine motor skills (things with hands, like writing and sewing)
How: _________________________________

Yes No reading
How: _________________________________

Yes No health/exercise
How: _________________________________

Yes No raise self-esteem (make you feel better about yourself)

How: _________________________________

Yes No increase reaction time (you think quicker)

How: _________________________________

Yes No friends (you play with friends or make friends)

How: _________________________________

Yes No motivation/interest (you like to play them)

How: _________________________________

Yes No choices (you can choose things in the game, like characters)
How: _________________________________

Yes No imagination/creativity (you can use your imagination)

How: _________________________________

Are there any other ways that you think video games help you with in school?

______________________________________________________________________________________

THANK YOU! YOU ARE ALL DONE

 89

APPENDIX D

Parent survey

1. What is your age? Circle one.

20-30 years old
31-40 years old
41-50 years old
51+ years old

2. What relationship are you to the child? Circle one.

Father
Mother
Other: _____________

3. Do you play video games? Circle one:

Yes
No

4. Does your child play video games? Circle one:

Yes
No
---------------------------------------------------------------- GO TO NUMBER 10 IF ANSWER IS NO

5. What game systems do they/you own? Circle any that apply:

Xbox/Xbox 360
Nintendo (Wii, Super Nintendo, Game Cube)
Playstation (1, 2, or 3)
Handheld games (Gameboy, Nintendo DS, PSP)

6. How often does your child play? Circle one:

1-5 times a month
1-5 times a week
Every day

7. How long does your child play once they have started? Circle one:
Less than an hour
About an hour
About two hours
More than 2 hours

8. Does your child play games MORE alone or with friends? Circle one:
Alone
With friends
Please tell how that is decided:
________________________________________________________

9. What involvement do you play in your childs game selection?

______________________________________________________________________________

______________________________________________________________________________
 90

10. Do you think video games ever help your child (or any children) with school? Circle one:
Yes
No

11. Do you think video games ever help your child (or any child) make friends? Circle one:
Yes
No

12. What do you think your child (or other children) likes about video games?

______________________________________________________________________________

______________________________________________________________________________

Please rank the skills in order of how helpful video games are in the following areas. Please rank from 1
(least helpful) to 11 (most helpful), using each number only once. 11 means that video games help your
child the most with this skill, 1 means that video games help your child the least (or not at all) with this
skill.
Please put the skills in order from the most helpful (11) to the least helpful (1) regarding your child.
If your child does not play video games, please list them in the order which you think video games are
helpful to other kids.

____ decision-making skills

____ hand-eye coordination (able to see and move at the same time)

____ fine motor skills (things with hands, like writing and sewing)

____ reading

____ health/exercise

____ raise self-esteem

____ increase reaction time (thinks quicker)

____ social skills/makes friends/plays with friends/interacts with others

____ motivation/interest

____ choices- can choose characters, paths, games, etc.

____ imagination/creativity

Are there other skills you think video games help your child with? Please list them:

______________________________________________________________________________

THANK YOU! I APPRECIATE YOUR PARTICIPATION

 91

APPENDIX E

Teacher survey

1. Do you play video games? Circle one:

Yes
No

2. Do you have children? Circle one:

No
Yes

3. If yes, do they play video games? Circle one:

Yes
No

4. Do you think children should play video games? Circle one:

Yes
No
Please explain: ___________________________________________

5. How often do you think is appropriate play for video games? Circle one:
1-5 times a month
1-5 times a week
Every day

6. How long do you think is appropriate play for one sitting? Circle one:
Less than an hour
About an hour
About two hours
More than 2 hours

7. Do you think children should play games MORE alone or with friends? Circle one:
Alone
With friends
Please explain: ___________________________________________

________________________________________________________

8. What role do you think parents should play in their childs game selection?

_______________________________________________________________

_______________________________________________________________

9. Do you think video games ever help children with school? Circle one:
Yes
No
Please explain: ___________________________________________
 92

10. Do you think video games ever help children make friends? Circle one:
Yes
No
Please explain: ___________________________________________

________________________________________________________

11. What do you think children like about video games?

_______________________________________________________________

_______________________________________________________________

Please rank the skills in order of how helpful video games are in the following areas. Please rank from 1
(least helpful) to 11 (most helpful), using each number only once. 11 means that video games help children
the most with this skill, 1 means that video games help children the least (or not at all) with this skill.
Please put the skills in order from the most helpful (11) to the least helpful (1).

____ decision-making skills

____ hand-eye coordination (able to see and move at the same time)

____ fine motor skills (things with hands, like writing and sewing)

____ reading

____ health/exercise

____ raise self-esteem

____ increase reaction time (thinks quicker)

____ social skills/makes friends/plays with friends/interacts with others

____ motivation/interest

____ choices- can choose characters, paths, games, etc.

____ imagination/creativity

Are there other skills you think video games help children with? Please list them:

__________________________________________________________________________

__________________________________________________________________________

THANK YOU! I APPRECIATE YOUR PARTICIPATION