The AppCampus Blog is premised on the notion that technology in the classroom is a good thing that educators should embrace, but why?
Here, I argue that technology (and gaming in particular) is a central part of many people’s lives. Games are the most embraced part of technology by younger generations and, over time, older generations have accepted gaming into their lives as well. Leveraging this interest to teach STEM subjects is vital to engaging students and improving global competitiveness.
Game use has increased not only in absolute number of users, but also in penetration of older age-group markets and amongst female users. A Pew Foundation report on teens and video game-play found that “nearly one-third of all 12- to 17-year- olds report playing video games every day or multiple times each day, and three-fourths report playing at least once a week.” The reach of video games greatly outdistances the number of students graduating with STEM bachelor’s degrees and may thereby extend the penetration of science instruction outside of the classroom. 1,2 Further, the reach of videogames into the older demographics has climbed such that more than half of all adults play video games of one kind and seniors are reported to play, on a daily basis, more often that all other demographics. 3
The public’s embrace of technology and gaming provides an opportunity for STEM education to reach out to students and the public at large. There exists an opportunity to seize the opportunity that mobile device technology offers to engage students of all ages in a form of entertainment that integrates education into the game seamlessly into an integral part of young people’s lives.
Despite the primary role the US has played in many technological achievements of the 20th century (including developing nuclear power for war and peacetime use and putting a man on the moon), the US is no longer a leader in STEM subjects. The 2011 National Assessment of Educational Progress (NAEP) report found that the proficiency of US students in Math is lower than many other developed nations including Iceland, Estonia, Poland and Slovenia. 4
Improving performance in STEM subject education will improve competitiveness in the world market. This connection is no hypothetical assumption lacking objective evidence, data from Hanushek et al shows a direct correlation between academic performance and Gross Domestic Product, suggesting that further improvements in education can have beneficial economic consequences. 5Considering the primacy of technical job skills in the current labor market, it follows that STEM education may be a driver of this relationship.
The use of interactive, multiuser games promotes not only collaborative-, but also active– learning. Together, these techniques improve student involvement and retention by instilling a sense of personal responsibility for the material. 6,7 Further, using mobile games immerses students in science and meets them in a technology that is a central part of their lives.
Alltogether, games-especially those played on mobile devices- should be part of a comprehensive approach to education because they engage students in science in such a way that is vital to capturing the imaginations of scientists-to-be.
1. Mayo, M. J. Video Games: A Route to Larger-Scale STEM Education? Science 323, 75–79 (2009).
2. Lenhart, A. et al. Teens, Video Games, and Civics. Pew Internet and American Life Project 1–76 (2008).
3. Lenhart, A., Jones, S. & Rankin Macgill, A. Pew/Internet: Adults and Video Games. Pew Internet Project Data Memo 1–9 (2008).
4. Peterson, P. E., Woessmann, L. & Hanushek, E. A. Globally Challenged: Are U.S. Students Ready to Compete? 1–48 (2011).
5. Hanushek, E. A., Jamison, D., Jamison, E. & Woessmann, L. Education and Economic Growth. Education Next 1–10 (2008).
6. Bonwell, C. C. & Elson, J. A. Active Learning: Creating Excitement in the Classroom. ERIC Digest. 1–5 (2012).
7. Johnson, D. & Johnson, R. Active Learning: Cooperation in the College Classroom. (Interaction Book Company: Edina, MN, 1991).