Research Supports the Use of Educational Games

Studies show that the use of educational games effectively increases motivation, participation and retention among students, and can be especially beneficial in differentiated classrooms and among underserved and struggling learners (McAllister & Bothman, 2005).

Games have advantages and effectiveness on learning that is hard to achieve in other ways. In “Creative Games for the Language Class,” Lee Su Kim writes of the many positives of using games in the classroom:

• Games are a welcome break from the usual routine of the class.
• They are motivating and challenging.
• Games help students to make and sustain the effort of learning.
• Games provide language practice in the various skills—speaking, writing, listening and reading.
• They encourage students to interact and communicate.
• They create a meaningful context for language use.
• The social value of games is also important. Playing games fosters a community atmosphere and encourages teamwork (Holt, 1996).

When choosing games for the classroom, one should keep the following in mind (Mei & Yu-jing, 2000):

1. A game should be more than fun
2. A game should involve “friendly” competition.
3. A game should keep all of the students involved and interested.
4. A game should encourage students to focus on the content involved.
5. A game should give students a chance to learn, practice or review.
   
   
   McAllister, D.A., Bothman, S.M. (2005). Culminating Experience Action Research Projects, 5. p. 286-295.
   
   Kim, L. S. (1995, March). Creative Games for the Language Class. Forum, 33 (1), 35.
   
   Holt, C.A. (1996). Classroom games: Trading in a pit market. Journal of Economic Perspectives, 10 (1), 193-203.
   
   Mei, Y.Y., & Yu-jing, J. (2000, Fall). Using games in an EFL class for children. Daejin Univeristy ELT Research Paper.
   
   Huyen, N.T., and Nga, K.T.T. (2003, December). Learning Vocabulary Through Games. Asian EFL Journal, p. 38.
   
   Wright, A., Betteridege, D., & Buckby, M. (1984). Games for Language Learning. Cambridge University Press.
   
   de Freitas, S. (2006, December). Using Games and Simulations for Supporting Learning. Learning, Media & Technology, 31 (4), p. 343-358.
   
   White, J. (2007, April). Banishing Boredom in the Middle School Math Class. National Middle School Association, Middle Ground, 10 (4), p. 38-39.

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