Running head: GAME BASED LEARNING

Game Based Learning Beverly Icard, Terry Gallivan, Celeste Wegner, Lou Ann Ellenburg EDUC 639

Dr. Courduff
Liberty University http://www.nicodemiums.com/

Running head: GAME BASED LEARNING

Abstract Technology is a developing digital world with changes every day. The advance changes in a commercially driven economy by companies like Apple and Microsoft entice buyers to purchase the latest trends. In the past few years, educators have found themselves looking for best practices to engage students in the classroom. One idea of engagement is to bring games into the learning environment allowing students to bring prior knowledge into learning content material. This literary review defines game-based learning and the effectiveness it can contribute to education. It delineates the multiple stages of development in children and how implementing digital games can be beneficial in critical times of development. The writers review the benefits gaming can have on special education students with exceptionalities in regards to cognitive ability and feeling successful in a learning environment. In general, the literature seems to indicate benefits to digital games use in education, but it also indicates some negative aspects of game play. The literature review evaluates the technological aspects and barriers game-based learning can present in education. Keywords: game-based learning, gamers, motivation, additive, digital natives, special education, students with exceptionalities, cognitive skills.

Running head: GAME BASED LEARNING

Game Based Learning Instruct the wise and they will be wiser still; teach the righteous, and they will add to their learning Proverbs 9:9 (King James Version). Education is a gift from God and a field constantly developing and adapting to better help bring the gift of learning to children. It is student learning differences a teacher must recognize in order to create a learning environment which meets the needs of all students. The evolving world of technology has made educating a digital advanced generation, referred to as digital natives, extremely challenging for educators. Educators are looking for engaging and best practices to make learning relevant and meaningful while staying abreast of technology advances. Many veteran teachers are turning to their own students for instructions on how to operate new technology devices. While scratching their heads at this new technological advance world, educators are approaching a new avenue of resources called game-based learning. Learning is a result of exploration and thought. Gamers will agree video games and educational games cause players to explore and use critical thinking skills. What is Game-Based Learning? As Whitton (2012) describes, game-based learning (GBL) is learning by active play through games. Another definition of GBL is any digital game that can be used in a learning context (DeGrove, Bourgonjon, & Looy, 2012, p. 2026). Games should have two enticing qualities competition and engagement. Competition caused by the score-keeping component or winning factors motivate the players and provide an assessment of their performance. Players are not necessarily competing against each other, but work together to accomplish a mission.

Running head: GAME BASED LEARNING

The idea of learners working together, sharing ideas and opinions, and clarifying and reaching shared understandings is very powerful. It not only allows students to learn about the topic of interest, but also to learn key transferable skills such as communication, negotiation, and teamwork. Working collaboratively allows students to work to their strengths while learning from those who are more able in particular areas, to develop critical thinking and analytical skills, to think creatively, and problem-solve, to rationalize and validate their ideas, and appreciate a range of learning styles, skills, preferences, and perspectives. (Whitton & Moseley, 2012, p. 29) Some digital games have players working as a team to conquer some hindrance or opponent. Once the learner is captivated by the game, he has a hard time stopping play before the game is over. This time frame could range from minutes to hours of play (Huang, 2010). Lepper and Cordova (1992) describe this consciousness as "intrinsic motivation." This motivation is created while playing the game. It is based on the challenge, curiosity, control, and fantasy which the game generates for the gamers. Prensky writes, Digital Game-Based Learning is any marriage of education content and computer games (Prensky, 2001, p.145). Digital games create active engagement which supports analysis, synthesis, evaluation, problem-solving, and critical thinking skills in learning environments. The game-based learning theory is grounded on the idea engagement is in the performing tasks while playing conditions the brain for active learning. Digital games are designed to integrate content material with game play; this allows the brain to process information from short- to long-term memory (Banikowski, 1999). Understanding how children process and store information is very important for educators and game makers.

Running head: GAME BASED LEARNING

In 1693, three hundred and twenty years ago, John Locke published Some Thoughts Concerning Education. Locke indicates interest and delight is a relationship that motivates children: [When teaching a child] great care must be taken that it never be made a business to him, nor he look on it as a task .... I have always had a fancy that learning might be made a play and a recreation to children; and that they might be brought to a desire to be taught, if only learning were proposed to them as a thing of delight and recreation, and not a business or a task (as cited by Lepper and Cordova, 1992). Based on Lockes observations of children, turning work into play has been around hundreds of years. In 2013, the 21st century learners, known as the new digital generation, are causing educators to reevaluate classroom methods to meet the needs of a new kind of student. All work and no play will make school a dull place. Prensky, (2001) refers to teachers as digital immigrants and calls students digital natives, so before the natives become restless, Let the game-based learning begin. Understanding how children process and use information during play is very important for educators and game makers. This concept of developmental stages of play has been studied by many constructivist and child psychologist. They provide insight to help educators and parents understand why children learn skills at different ages. Game developers find this valuable information for creating age appropriate educational games. Constructivists Theory for Application to Gaming One must be open to the constructivists way of thinking for gaming to be a viable consideration for learning. Theorists considered constructivists include Piaget, Vygotsky, Bruner, Lave, and Wenger. Vygotsky believed to achieve cognitive developmental areas of critical thinking, reasoning and remembering, the student must be challenged to look beyond the

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obvious. Vygotsky emphasizes learning is obtained when there is social interaction; otherwise, the lesson is not meaningful and thereby will not be retained to memory (Slavin, 2009). Three notable constructivists ideologies are situated cognition, cognitive puzzlement and social collaboration. Situated cognition is simply a connection between pen and paper to real-world application. Cognitive puzzlement is centered on the problem solving skills and how to work as a team to accomplish a task or goal. Social collaboration is the quality of communicating in various settings (Slavin, 2009). The higher level games educe heighten skills in the areas of analysis, synthesis, evaluation, problem-solving, and critical thinking. Students will discuss aspects of the chosen game which embarks on the fine art of articulating communication on an educated level. Piagets theory of cognitive development suggests a childs understanding progresses through four distinct stages (Slavin, 2009). Elementary students exposed to books and games with simple pictures and numbers associates objects to symbols. This process helps the children link numbers to objects or symbols (Ojose, 2008). The preoperational stage, the child, begins to increase his language capability. Educators should engage the child in problem solving tasks and use verbalization to guide the thought process (Ojose, 2008). Using math games with geometric shapes and visual aid such as blocks help the child actively work through a problem. During the third stage, concrete operational, the childs cognitive growth accelerates. The child is capable of arranging objects according to different dimensions (Ojose, 2008). At this stage, its crucial for math teachers to continue using physical objects as simple as folding paper to make abstract ideas more concrete. While using digital formatted games abstract ideas are more advanced allowing students to use abstract thinking to move through levels of achievement earning merits for completing the game without the risk of failure. The formal operational stage typically

Running head: GAME BASED LEARNING

develops thoughts of patterns and reason to solve algebraic equations. Students have the ability to form hypotheses and utilize critical thinking strategies (Ojose, 2008). Research on the developmental stages of children can contribute vital information to game makers and can enhance learning on a higher level for a new generation of digital learners. Educators play a key role in encouraging digital learning and can facilitate learning by offering physical space, psychological space, and play. According to Van Kuyk (2011) a physical space with rich and high level opportunities of learning can challenge students to reach higher levels of learning and retention. A teacher providing psychological space encourages a child to take initiatives to learn. The child feels comfortable while playing games. During play, children become part of imaginary worlds. During this part of his research, Van Kuyk refers to Vygotskys theory of learning from their environment. Play communicates reactions to peers, which children act upon as language learned during the stimulus of play (Van Kuyk, 2011). Vygotsky's theory of learning is ideal for game makers to evaluate and understand how children learn. Built upon the research of developmental processes of children, game-based learning can enhance the developmental stages of children and possibly help students which are developmentally behind in cognitive skills. Trends in Game Based Learning Fond memories of primary school for most people are the games played at recess like hopscotch, jump rope, and climbing on the money bars. Classroom games such as traditional board games and card games reinforce multiplication skills have evolved to a digital game-base world of learning. The evolution of digital change has been created by the use of gaming technologies in the homes and is creating a significant interest for game-based learning in schools (Van Eck, 2006).

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Many children have spent countless hours playing video games at home. The games tasks range from saving a princess from the villain, collecting coins to move to the next levels and slaying evil beings to save the world. Computer and video games were validated by software companies in 1979 as the new way to engage students. Most people stereotype the players of video games to be teenage boys; however, in 2011, 47% of game players were women and 29% were over age 50 (Epper, Derryberry & Jackson, 2012). Implementation of games in the postsecondary education is in the early stages of development. Development has been focused on several trends to drive the adaptation of game-based learning. First, the trend of students in todays postsecondary education are considered digital natives. They have spent time playing games for entertainment purposes and have experienced several learning opportunities. Second, the trend of digital simulation is at the heart of game-based learning. The simulations model practice, life-threatening or mission based skills. The games are competitive and increase student engagement. Games, which record dates and award badges for learning tend to motivate learning and further skill growth in concepts, are a positive trend found in games. Mobile devices and the availability of 3G service have caused an increase in new forms of game play for learners. Lastly, the trend of social media sparks the social games for more than 98 million players in the United States in 2011 (Epper et al., 2012). Cost Factors Gaming has become a multi-billion dollar industry attracting participants of all ages with the largest number of gamers being under the age of nineteen (Clark and Ernst, 2009). Hutchison (2007) states: In the United States; the commercial video games industry is a 9 billion dollar per year business (as cited in NPC Group 2005). The expensive cost for gaming leads to the lack of hardware for student use which presents a significant problem. This may result in the use of

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older machines which are not compatible with new graphics. DeVary (2008) explains producing a top-notch educational game requires large sums of investment both monetarily as well as in time. One has to consider what devices the game will be played on and how much time will be needed to complete a task. Keeping in mind the limitations of K-12 schools and producing a product to correlate with the curriculum has been a difficult challenge. Benefits and Drawbacks of Game-based Learning Game-based learning has paved the way for a new digital form of learning. Whitton (2012) states game-based learning can be seen in primary and secondary schools, universities, adult education, military training, and medical practice. Digital games create active engagement which supports problem-solving skills in learning environments. She describes one advantage of game-based learning is it teaches learners the ability to work and learn from mistakes and failures to complete levels. Digital games provide a safe environment to play which allow students to learn from their failures, scaffolding through life simulations which help students learn how to deal with possible real life failures. Whitton (2012) presents three ways digital based games can be applied to educational learning efficiently. The first focuses on alternate reality games. Reality games will blend real life and imaginary play into a game of problem solving techniques. Secondly, Whitton (2012) explains how teachers can learn from gaming techniques and apply these techniques to improve learning in the classroom. Thirdly, she suggests learners can be given the opportunity to be game creators rather than simple players of the game to extend their learning. The writer explains advantages and disadvantages of digital games in education and offers alternative ways games can enhance learning as well as suggestions of possible solutions of cost for educational games.

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What are the disadvantages and advantages of alternate reality games in education? Based on Whittons research, some commercial games have been designed for learning, but can still be expensive to purchase. Most institutional networks cannot install and run applications associated with the commercial games due to inadequate equipment. Another problem with commercial games is the games usually do not map out the intended learning outcomes. Teachers would have to filter through games to see if the game could possibility be used in the classroom. It could take hours of research on the teachers part to find a game to meet the desired learning outcomes of the lesson. This approach can be limited and not very proficient. The potential benefits of using alternate reality games are they combine real world and digital world. This interplay can take everyday life and narratives and weave it into additional meaningful interaction into the real world. Players learn engaging skills to achieve goals that can reflect life experiences. Whitton (2012) describes digital games as being artifacts to be studied and learn from. Games employ techniques to support interaction. Multi-player games teach players how to rely on others to promote collaboration and to develop social skills. The third application of games being used in education is as Whitton (2012) suggests, educators build their own games to support their curriculum at a lower cost. This may be possible for some educators but not for most teachers. Most teachers would not know how to complete this task without recruiting help from people with skills in developing games. The use of games in education must move past the simple games and incorporate games as a resource to put in the toolbox of teaching strategies. Whitton (2012) presented the positive and negative points of games-based learning in the article. The focus was not pointed to just one side, but it explained both the advantages and disadvantages of the points she made about learning and developing games as resource for teachers.

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Another insight of the benefits and drawbacks of game-based learning can be seen by other researchers. The virtual world is a place where millions of children spend countless hours after school killing zombies and traveling to destinations all over the world. Author, David Hutchison, claims video games can be a valued learning experience for millions of students. The video games purpose is to entice children, adolescence, and adults to play them. (Hutchison, 2007) states the United States commercial video games industry is a 9 billion dollar per year business (as cited in NPC Group 2005). So, how can educators tap into the use of all the material available by this commercial billion dollar business? Teachers must look into the structure of the virtual world. Hutchison (2007) describes how children venture into a world of sensory stimuli, navigable worlds, hidden treasures, and geographic and architectural delights. Virtual worlds of play are designed in environments based on landforms, climbing over and through rivers, swamps, jungles, rainforests, and sometimes buildings. Many times maps are a tool the gamer must use to reach the point of destination. Game developers use historical settings as the playing field for their creation; an example the World War II game titled Brothers in Arms. Hutchisons idea of video games in education is to inspire teachers to use what is already available as a resource. He suggests teachers should encourage students to use something they know so much about and incorporate it into a teaching strategy. First, teachers can use virtual games as a writing prompt. Students can use descriptive writing to describe a place, room, or level in their favorite game. Gamers can be encouraged to develop new games or reconstruct games they play. This seems to be a popular way for educators to allow students to use games as a learning tool. Gamers can use open-source tools such as 3D Game Studio, Blender, and Dark Basic to create or recreate games (Hutchison, 2007). Overall, the article inspires teachers to

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focus on the good of video games, but educates the reader on some of the concerns video games have on children. Games can be highly addictive, keep children from going outside to play, and increase violent tendencies in behavior which has not been established. Parental involvement is crucial to the time spent playing on the computer. Hutchison (2007) inspires educators to look at video games as a teaching friend instead of focusing on the negative aspects of gaming. First, he brings insight to the field of potential resources never taught by some teachers. A non-gamer would never realize the landforms games have in the design or layout for the gamer to travel through. The writer talked about gamers using maps as a tool to manage their way through a game level which is a huge unit in the geography curriculum. Hutchison (2007) suggests the video games can enhance learning in all content areas. He further elaborates on how science teachers can use games as a learning tool for hard to remember vocabulary. Hutchison argues that a place in education exists in the real world school, but does have a beneficial place in the virtual world. A childs imagination can be a scary place; however, it can be a place of descriptive words that can be used in a classroom writing prompt. The writer gives teachers ideas for using videos in the class without the game ever coming into the classroom. One can see how some would argue writing about a game is not the traditional game-based learning, but some would disagree. One school base goal this year is literacy in the classroom. One can see how students writing about their favorite video game could be useful across several content areas. The drawbacks about using video games in the classroom would be addressed in Hutchisons last paragraph. Games are addictive, children play them for hours; gamers get a limited amount of exercise, and their violent tendencies increase which has not been proven. The teacher may

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not be a gamer, but will have gamers in the class. So, how do teachers tap into this field of educational resources? The author suggests game-design literature to draw information from and instructional books which contain designing games advice. Educators must investigate the potential learning experiences video games can bring into the classroom instead of being closedmined because it is a game. Other information the article points out is the different type of video games available. Not all games are violent or without educational benefits. Some games are puzzles, look for solutions, or solve problems. Halo is considered a fast pace run and shoot game. SWAT is a strategy game about civilization. Games are used in other fields such as our military training. They use flight simulators to train pilots. Can Grand Theft Auto really be used to develop driving skills for newly licensed drivers? There are many unanswered questions about game-based learning. Hutchisons research definitely brings a positive light to using games in education, but promotes ways of engaging students in learning without playing the game at school. Why not use games to solve real problems? McGonigal states her research over the last decade at the University of California, Berkeley, and the Institute of the Future has proven to provide students with four ingredients that lead to a happy, meaningful life, satisfying work, real hope for success, strong social connections and a chance to become a part of something bigger than themselves (McGonigal, 2011). Video games provide students with skills that increase their confidence and success. Research shows gamers do not lose confidence when they lose a game, but problem solve in order to overcome the challenge. Games build socialization skills as players compete with one another. In qualitative research performed at the University of Pennsylvania, Harvard, and the University of California, studies have shown intrinsic rewards in the use of video games in the classroom.

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Teachers and Video Games Educators have found video games to have a positive effect when planned and managed for the players benefit. As McGonigal points out, new ideas with technology will continue to create those who see the negative approach to video games (McGonigal, 2011). Educators who plan and prepare, spend time on the management, and implement video games into their curricula are the educators who understand this power to Invent our Future. As she points out, it may be the gamers that save the world. In their book, Rethinking Education in the Age of Technology, Collins and Halverson state we are experiencing a time of educational transition (Collins & Halverson, 2009). While educators must become the new Horace Mann in our vision of education, technology is presenting many challenges to the educational process, and video games are one of the many challenges (Collins & Halverson, 2009). With the onset of technology, our educational process can no longer rely on the traditional methods alone. Collins and Halverson used two arguments for technology changes with video games for revolutionary education. One is the world is changing, and schools must change to prepare students to meet these changes. Two, technology video games provide capabilities for meeting these changes (Collins & Halverson, 2009). Research has shown children who play video games develop sophisticated problem solving and communication skills in ways that may enhance their learning in all of their learning experiences. Researchers have found video games to be effective when meeting content standards in school. This has been true in most content areas. One example is in history, where students play the game of Civilization. After playing the game, they apply the skills to the curricula and apply these skills to areas of problem solving. Video games, research has proven, help students develop interpersonal and leadership skills. Games have assisted in the development of course

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management skills. Collins and Halverson emphasize the fact that in the past video games have been viewed as individual activities (Collins & Halverson, 2009). However, in the recent teaming of games with the internet, it has opened up new dimensions for online gaming massively multiplayer online (MMOs) games. This has opened and created avenues of learning by exploring places that otherwise would be inaccessible to the student. Students reading and creative writing skills and learning can be improved. Gaming may help students to learn a variety of leadership skills such as resource allocation, negotiating and manipulating situations and environments, pursuing goals and overcoming failures. As researchers have suggested, gamers of today may become the leaders of tomorrow. As technology increases, gaming may be the instrument that brings new developments to the learning process. Recent research shows under 70% of students entering high schools will graduate on time. Traditional instruction is competing with digital media. Why not incorporate the two? This will require teacher training, change in curriculum design and student focus. Technology, including video games has accelerated the problem of equity in education (Collins & Halverson, 2009). We need to work towards mitigating the problem. Educational Impact of Game Based Learning Rice (2010) explores the use of video games in the classroom and concludes there were six barriers to using games in the classroom. These barriers are: 1) Negative perceptions toward video games as educational components. 2) The difficulty of providing adequate educational games. 3) A lack of adequate computer hardware. 4) A school day divided into short class periods. 5) A lack of affordances. 6) A lack of alignment to state and national standards. For the sake of this review Gredler defined educational games as unique opportunities for learning in the

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cognitive domain (Rice, 2010). The computing devices have advanced greatly since this definition was proposed. The researchers addressed each of these six barriers. The perception of educational games stems from a lack of understanding of advanced computer gaming products and the need for more extensive professional development with teachers. As more research develops, this may change. Creating educational products from scratch is another barrier. This may change as professionally developed games are created. A game AquaMoose, created by Georgia Tech has proved to be effective but is costly and time consuming. This barrier may present many questions such as cost, capabilities, and user experience. A lack of hardware for student use presents a significant problem. This may result in use of older machines that are not compatible with new graphics. Time division in the school day does not allow students time to complete game activities before the bell signals the change of class. Learning objectives may have to be reduced. Lack of affordances of time and money will influence the learning process, and game-based instructional efforts are thus hindered. This will require educators to be involved in decision making, in terms of instructional content for the classroom and lack of alignment to state and national standards. Commercial games are designed primarily for entertainment. If teachers are incorporating video games into the classroom, they may find it necessary to develop their own alignments. Teachers and students alike will have to adapt to new alignments. The question will have to be answered: Are we meeting the standards and if not who will be held accountable? Student Diversity Some of the most diverse learners are identified as exceptional children. Game-based learning can help students that struggle in formal classroom settings. Students diagnosed with Autism and Attention Deficit Hyperactivity Disorder (ADHD) are examples of special education

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students who would benefit from games being used in the classroom as a learning tool. Students with exceptionalities such as autism can display impaired cognitive ability. Due to this limitation, games offer the opportunity to engage the student in a way that the traditional classroom setting is unable to. Through the use of technology, students with exceptionalities are able to stretch beyond their cognitive and physical limitations (Swingler & Brockhouse, 2009). There are many concerns in the media about children and the negative effects of video games. Correlations have been made to associate video games with deficits in social skills, poor academic performance and a rise in aggressive behavior. Johnstone (2013) applies his research on children with ADHD over a fifteen year duration. The basis for the educational gaming premise derives from concerns from the parent in regards to the side effects of ADHD medication and the long-term effects of the same medications. Parents inquired about alternatives to medicating their children. Johnstone (2013) explains the beneficial aspects to implementing technology in the childs educational environment. The first goal is to use programs promoting the cognitive abilities. These abilities focus on the memory, attention, and self-control. As with any educational game, the objective is to encourage learning in a challenging and engaging approach. An electroencephalogram (EEG) was used to create a baseline for levels of attention and relaxation. The research has shown positive results in determining alternative avenues to the medication. The basis for the research is to promote the awareness while increasing the knowledge stored in the working memory. Being able to keep information in memory and use it flexibly, respond and withhold responses as appropriate, ignore distractions, and stay focused and calm provides an ideal psychological context for learning in a classroom situation (Johnstone, 2013). The two studies involved the use of computer games to achieve the same results. Games with higher

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graphic quality and attention grabbing story lines improved the scores of children with ADHD. The children without ADHD did not have the same performance improvements over time. The researchers were advised by the children that the games needed to integrate the fun aspect and to create more intriguing story lines. Given their access to and experience with console- and web-based gaming, they asked for industry-standard gaming features such as a unifying theme, compelling graphics and audio, scenario variations, achievement monitoring, and unlocks (Johnstone, 2013). Technology helps learning to become active for students with exceptionalities. Gaming can provide a different type of stimulus for some students. For the students with disabilities, the instructional practices in games are a major benefit allowing students who have struggled in a formal educational setting to identify themselves as successful students. The feeling of success can motivate learners to continue to explore and conduct themselves in society as productive citizens. Classroom Management Students engaged in meaningful learning are less likely to find the need to get in trouble. Active learning is the best prevention plan to discipline problems and creates a safe learning environment. The establishment of classroom management allows teachers to focus on student learning. A well-managed class can use many types of learning tools including digital gaming. Technology is a tool that can provide many advantages to learning. Game-based learning can enhance and contribute to meaningful learning in the classroom and provides a way for teachers to implement technology into lessons. Technology can reinforce learning and allow students to interact with their environments on levels of higher learning (Slavin, 2009). Slavin (2009) refers to meaningful learning as information or concepts the learner already has. This

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would be a combination of students using their own experience and prior knowledge to comprehend what is being learned to new knowledge. Most students have experience in advance technology to maneuver their way through difficult games. Teachers can use technology and educational games to contribute to meaningful learning and prepare students to be 21st century learners. The 21st century will be a challenging world for students. Teachers need to motivate, engage and challenge students to be technologically competitive in future careers and college classes upon graduation. Brummelen, (2009) emphasizes God made all persons unique in order they can contribute their gifts and experience and insight to the whole community. Students can share their different digital talents and express creativity in virtual worlds of active learning. Engaged students are less likely to be disruptive to the class. Parental Acceptance of Digital Game Based Learning According to a recent study, researchers found parents perceptions of digital game-based learning (DGBL) a barrier toward the adoption of games in classroom settings. Researchers have determined digitally based learning improves student motivations, stimulates deep learning, creative thinking, and goes beyond subject matter. This research is limited and, therefore, researchers are looking at barriers to the adoption of video games in the classroom. Most researchers have focused on teachers and students but are now moving to the parents influence on adaptation. Teachers who do not want to implement DGBL place the blame on parents negative views about video games and the rules about playing at home. This review focuses on parents views about DGBL done by a cross-sectional study based on 858 parents of secondary school students. The review was based on parents beliefs about games is as follows: 1) The balance between the children game playing and other activities. 2) Content of the games. 3)

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Potential harmful effects. 4) Mediation strategies and parents beliefs about games in education (Bourgonjon, Valcke, Soetaert, Wever, & Schellens, 2011). The research model focused on preference for video games, learning opportunities, negative effects of playing video games, the theory of reasoned action, and the theory of planned behavior. Another important factor was the amount of experience parents had with video games. One researcher, Rogers, referred to the personal innovation (as cited by Bourgonjon, Valcke, Soetaert, Wever, & Schellens, 2011). Gender was a consideration for parents views of DGBL. During the study research was gathered with a survey containing questions focusing on demographics, 858 parents of secondary school students both male and female. Parents responded to the questions, and then met with two researchers and two methodologists. Parents were invited to rate their responses. There was both explanatory factor analysis and confirmatory factor analysis provided. As a final step in the validation procedure, a reliability analysis was performed to examine the results. From the descriptive statistics, it was clear the majority of parents had no experience with video games and believes this showed both the negative and positive effects of video games. Overall parents scores reflect their preference for video games as low. Another important factor was the amount of experience parents had with video games. Few parents have experience with video games. Statistics show parents have negative beliefs about video games and are hesitant about having video games in the educational setting. Parents admit the media influences their views on video games. Giving the parents hands-on experience with computers may make a valid difference. Ethnic background, location and parent education could impact parent perceptions. McGonigal (2011) points out those who show opposition to the

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use of video games in the classroom base their criticism on what they observe when the player is observed at home. Conclusion The evolution of technology will always have an impact on education. The 21st century learner will be competing for employment in a digital world more advance than the one we live in today. Educators are turning to multiple educational resources to engage students. The use of games to learn and reinforce knowledge has been seen in the classroom for many years. Games have evolved from boards to digital screens. Digital game-based learning teaches learners fundamental motor skills, critical and logical thinking skills which can be applied to other learning experiences throughout their educational and life endeavors. Many unanswered questions such as cost and content implementation are still being researched and can pose new hypotheses to be examined by future researchers. Video games in classroom as a teaching resource is a fairly new concept in education and future research will account for its effectiveness and whether video games can align with curriculum standards to promote learning.

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References Banikowski, A. K. (1999). Strategies to Enhance Memory Based On Brain-Research. Focus on Exceptional Children,, 32(2). Retrieved from http://scboces.org/english/IMC/Focus/Memory_strategies2.pdf Bourgonjon, J., Valcke, M., Soetaert, R., Wever, B. d., & Schellens, T. (n.d.). Parental acceptance of digital game-based learning. ScienceDirect. Retrieved from http://www.sciencedirect.com.ezproxy.liberty.edu:2048/science/article/pii/S0360131511 00008X Brummelen, H. W. (2009). Walking with God in the classroom: Christian approaches to teaching and learning (3rd ed.). Colorado Springs, Colo.: Purposeful Design. Clark, A., & Ernst, J. (2009). Gaming Research for Technology Education. Journal of STEM Education: Innovations and Research, 10(1/2), 25-30. Retrieved from http://p2048www.liberty.edu.ezproxy.liberty.edu:2048/login?url=http://search.proquest.com.ezproxy .liberty.edu:2048/docview/222841406?accountid=12085 Collins, A., & Halverson, R. (2009). Rethinking education in the age of technology: the digital revolution and schooling in America. New York: Teachers College Press. Cordova, D. I., & Lepper, M. R. (1992). A desire to be taught: Instructional consequences of intrinsic motivation. Motivation and Emotion, 16(3), 187-208. Retrieved from http://www.idemployee.id.tue.nl/g.w.m.rauterberg/lecturenotes/JFS-lecture/leppercordova-1992.pdf DeVary, S. (2008). Educational Gaming: Interactive Edutainment. Distance Learning, 5(3), 3544. Retrieved from http://search.proquest.com.ezproxy.liberty.edu:2048/docview/230732179 Eck, V. (2006). Digital Game-Based Learning: It's Not Just the Digital Natives Who Are

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