James Churchill

Using Games in the Classroom

Students diagnosed with ADHD are notorious for having trouble focusing on
assignments or lectures for extended period of times. Researchers have suggested using
stimulating games to practise skills like typing or math. Researchers have also proposed using
games regularly to help stimulate dopamine levels enough to help the students on a day-to-day
basis. The research I focused on emphasized ADHD, but it appeared that games could also
benefit students with autism or gen. ed. students as well.

Unfortunately, due to the proliferation of learning-games its hard to nail down a singular
step-by-step instruction guide. Students practising addition could play games like Math Blaster,
for older students practicing typing speed theres Typing of the Dead. ADHD students can
benefit from playing Brain Age a few times a day to get their dopamine levels up for class. That
said, these are supplementary activities and their benefits seem to wear off fairly soon after the
tool is no longer being used.

If simply using a game as an engaging way to practise an exercise, one simply needs to:
1. Acquire computers or other internet-enabled devices for classroom use
2. Have the students all log on
3. direct the students to the game you would like them to play
a. be sure to test drive the game beforehand to ensure its applicable
to your lesson and easy to understand
Works Cited

Rivero, T. S., Herrera Nuez, L. M., Pires, E. U., & Amodeo Bueno, O. F. (2015). ADHD
rehabilitation through video gaming: a systematic review using PRISMA
guidelines of the current findings and the associated risk of bias. Frontiers In
Psychiatry, 1-16. doi:10.3389/fpsyt.2015.00151

Roh, C. c., & Lee, W. w. (2014). A Study of the Attention Measurement Variables of a
Serious Game as a Treatment for ADHD. Wireless Personal Communications,
79(4), 2485-2498.

Wegrzyn, S. C., Hearrington, D., Martin, T., & Randolph, A. B. (2013). Brain Games as
a Potential Nonpharmaceutical Alternative for the Treatment of ADHD. Journal Of
Research On Technology In Education, 45(2), 107-130.