The Wonders Of Video Games And The Internet

The Wonders Of Video Games And the​ Internet
Of children in​ the​ US,​ 79% play computer or​ video games on​ a​ regular basis .​
While most people think of​ video games as​ the​ pastime of​ the​ pre-adolescent,​ and not without reason,​ since children between the​ ages of​ seven and 17 play for an​ average of​ eight hours per week .​
However,​ industry research suggests that the​ commitment to​ video gaming may not end when students leave high school.
Industry research suggests that college student’s game even more than pre-adolescents .​
It seems the​ typical college student spends a​ bit less than two hours a​ day gaming,​ and the​ US military uses war gaming—for everything from modeling high-level international command coordination,​ to​ introducing raw recruits to​ weapons .​
Taking their lead from the​ Department of​ Defense,​ some university instructors have introduced game-based learning into their curricula .​
These educational video games introduce a​ fantasy element in​ order to​ engage players in​ the​ storyline,​ while making sure that their mastery of​ the​ course material is​ essential to​ students’ scoring and winning.
Some competitive exercises pit students against one another; others give them the​ opportunity to​ challenge themselves .​
Inter-university consortia—while they can’t compete with the​ DOD for research and development budgets—are able to​ develop higher level of​ resources from member universities,​ in​ order to​ improve educational outcomes .​
One example is​ MUVEES,​ a​ cooperative venture of​ Harvard University,​ George Mason University,​ the​ Smithsonian,​ Boston public schools,​ Gunston middle school,​ along with an​ industry partner,​ Thoughtful Technologies .​
With additional funding from the​ NSF,​ the​ project is​ finding engaging ways to​ teach science that draw on​ curiosity and play.
Of course,​ there are dramatic differences between the​ teaching styles scientists frequently use,​ and video games .​
For example,​ science classes usually present materials verbally,​ taking concepts step-by-step .​
Video games,​ however,​ are about pictures,​ and the​ player decides the​ order of​ play .​
For another example,​ a​ science teacher or​ science professor usually develops their class or​ lecture on​ their own .​
Video games,​ however,​ draw on​ the​ talents and skills of​ graphic artists,​ animators,​ and programmers working as​ a​ group .​
Leading universities’ research and development boards—and the​ DOD--aren’t the​ only institutions that have noticed complementarily between gaming and learning.
Public policy activists are also concerned that players learn from video games,​ and question whether what players are learning is​ useful .​
For example,​ the​ American Psychological Association,​ the​ American Academy of​ Pediatrics,​ and the​ American Medical Association together have concluded that research evidence demonstrates a​ cause and effect relationship between television violence,​ and the​ acts of​ those who watch it .​
Based on​ this link,​ activists suggest that players are often required to​ take the​ point of​ view of​ the​ perpetrator of​ violence; that video games require active participation; that repetition increases learning,​ and that video games are based on​ a​ rewards system that increases learning even more.

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