Teaching Addiction? Pitfalls and Prevention in Games Based Learning

Are the Potential Merits of DGBL worth the Possible Psychological Pitfalls that may Result with the use of DGBL in the Classroom?

by Cameron Innes

http://thinkspace.csu.edu.au/cameron/

Section 1: Introduction

Since the onset and subsequent rise in popularity of video games, many educators have been using the fascination and captivity that games provide as an educational tool.  Digital games give students immediate feedback, cognitive rewards and leave the player wanting more, long after they are finished playing (Timothy, 2013. para. 12).    Educators have been attempting to harness feelings similar to this and apply them toward curriculum via digital game based learning (DGBL), in the hopes of attaining the same level of enthusiasm and engagement that many students have shown towards traditional video games.  However, in the educator’s quest to use gaming as a means of content delivery or reinforcement, they may be opening the door to a much bigger problem and this problem comes in the form of addiction.  By educators attempting to evoke similar emotions for school work as found in digital games, they may be contributing to, or even instilling psychological traits that could potentially harm the students as they progress through life.

The purpose of this chapter is to discuss if the potential merits of DGBL are worth the possible psychological pitfalls that may result with the use of digital games in the classroom.

Section 2: Psychological and Physical Effects of DGBL as They Relate to Gambling and Gambling Establishments

A. Psychological Effects

Image: creative commons licensed (BY) Flickr photo by Bernard Goldbach

People’s brains are wired in such a way that they crave narrative, imagination and want to be entertained (Timothy, 2013. para. 21).  When done correctly, DGBL provides these feelings all within the context of school based learning.  Games make people care (Timothy, 2013. para. 15), and if students care about what is being taught, then educators have succeeded in their job.   An educator’s job is to inspire learning, which is helped with video games, as learning is an inherent feature of them (Tikka, Kankaanranta, Nousiainen, Hankala, 2009. p. 174). Educators can use games to guide students through the required curriculum in a fun, engaging way that appeals to most students.    The focus, or learner engagement, that video games provide can be very high and can stretch over multiple ages (Van Eck, 2006. p. 17). This means that video games could be used in all grades with the learner engagement being characterized by total concentration, increased self-efficacy, loss of time, and a craving to play more (King, Delfabbro, Griffiths, 2010. p. 91).  These psychological traits are the ones educators seek when teaching a lesson.  They want all students to be focussed, engaged and excited about the subject they are learning and thus the appeal of DGBL in the classroom, however; these behaviours are very close to the psychological traits found in routine gamblers (Rozin, Stoess, 1993. p. 81).

Gamblers have tendency’s that when separated from the context of gambling, can easily be characterized as learner engagement.  In the same vein, engaged learners, when separated from the context of the classroom, can be seen as having the same traits as gamblers.  Gamblers are seen as independent thinkers that are focused and disciplined (Ross, n.d. para. 3).  These are qualities that any educator would love to have in any student and are qualities that DGBL promotes in school.  Conversely, studies have shown that video games in the classroom leave students wanting more and make them care (Timothy, 2013. para. 12); they foster grit, innovation and problem solving in students (Latham, Hollister, 2014. p. 37) with students displaying enthusiasm for the games they play (Turkay, Hoffman, Kinzer, Chantes, Vicari, 2014. p.4).  Taken away from a school context, these psychological traits are eerily similar to traits that most gamblers possess or need to possess to be successful.  In saying that, there are no exact psychological traits that guarantee someone being a gambler (Griffiths, 2013. para. 2) but there certainly are traits that can potentially contribute to a gambling lifestyle which digital game based learning promote as being benefits of DGBL. Therefore, with the use of DGBL in the classroom, teachers inadvertently could be promoting the same skills and traits that gambling targets

B. Physical Effects

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Part of the joy and escapism that video games provide are found in the graphics, sounds and pictures that they all share. DGBL seeks to use these graphics and resulting gameplay to its advantage by drawing the user in with aural and visual rewards (King, Delfabbro, Griffiths, 2010. p. 91). These visual and auditory rewards make the games exciting and appealing to play with the express purpose of drawing the user back again (King, Delfabbro, Griffiths, 2010. p. 102). With the goal of digital game based learning being student engagement, the use of visuals and sounds is fundamental to its success and greatly add to the appeal of DGBL in the classroom.

On the other hand, gambling establishments and slot machines share similar physical stimuli that video games have. They use alluring noises, sounds and visuals to draw people in and give them a sense of purpose (10 Tricks Casinos Use on You, 2010).  It is understood that the longer people have the feeling of engagement and entertainment in a gambling establishment or at a slot machine, the more time they will physically spend there, which is the goal of any casino.  Most video and learning based games use the same auditory and visual traits to encourage users to play with them for an extended period of time with the intended goal of entertainment or learning, but at the same time, making the user feel that no amount of time playing them is enough (King, Delfabbro, Griffiths, 2010. p. 100).  In saying that, the physical effects that casinos and slot machines are trying to induce into their patrons are the same physical effects that educators are trying to induce into their students with the use of DGBL.

Section 3:  DGBL Contributing to Other Forms of Addiction

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Aside from the potential of digital game based learning contributing to an addiction to gambling, it could also be encouraging another form of addiction which is rising in popularity and that is an addiction to technology. The addiction to technology can come in many forms, whether it be problematic media use, internet addiction, or game based addiction (Felt, Robb, 2016. p. 17). These are all potential forms of addiction that increase the user’s time spent in front of a digital screen.

A typical teen spends up to eleven hours in front of a screen every day (Rideout, Foehr, Roberts, 2010). This is more time than typical students spend at school, and is only surpassed by the amount of time students spend sleeping (Strasburger, Jordan, Donnerstein, 2010). Their time in front of a screen can take the form of texting, video games, video watching, gaming, social networking and even homework (Robb, 2016. para. 1). With the inception of digital game based learning in the classroom, the screen time can further increase for the user which can be problematic. There is still much debate as to the exact appropriate amount of screen time students should have. For instance, the American Academy of Pediatrics (AAP), suggest that there should be no more than two hours total of screen time a day (Strasburger, et al. 2013. p. 960). However, according to the Commonwealth Scientific and Industrial Research Organisation in Australia (CSIRO), the recommended two hour screen time that the AAP suggest would only concern screen time that is recreational (Merga, 2015. para. 7). All other forms of screen time (i.e. homework, or time at school on a computer) would not count towards the two hour total amount. In saying this, four hours of school work, followed by a couple of hours of homework using a technological device would add up to six hours of screen time, but as that screen time is not considered recreational, it would be acceptable. This school work would of course include digital game based learning and that would not be a problem according to the CSIRO. However, there has been outcry in regards to the CSIRO being too lax in their definitions of screen time (Merga, 2015. para. 9).

With the corporate world taking an interest in adult’s health by promoting screen breaks and a less sedentary work environment, the same considerations should be given to students. If DGBL is used in classrooms, it will be promoting the sedentary lifestyle and possible technological addiction characterized by excessive screen time.

Section 4: Is There a Place for DGBL in School?

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With the possibilities of pushing students towards a lifestyle that is more prone to gambling, or pushing them to further spend time facing a screen, the inception of a digital game based learning classroom has to be put in doubt. The increasing screen time in students’ lives, as well as the physical and psychological effects of video games can easily have an adverse reaction on students as they progress through life. With this in mind, the benefits of DGBL must be worth the potential hazards that it could have.

In education, nothing works for every learner, all of the time (Mann, 1999. p. 241). DGBL has been seen as an effective way to engage students in learning (Navarrete, 2013. p. 320), as well as promote learning within the student and reduce instructional time (Van Eck, 2006. p. 17). DGBL can help students with their memory, spatial visualization and inductive reasoning as well (Blumberg, Altschuler, Almonte, Mileaf, 2013. p. 42). These are traits that cannot be overlooked because of potential psychological problems that may develop.

Studies have shown that there is a difference between high engagement and behavioural addiction (Lehenbauer-Baum, Fohringer, 2015. p. 349) and it is in this area where DGBL can function the best. Engagement through digital games that is connected to authentic activity and context has been shown to greatly increase learner involvement and enhance cognitive skill (Blumberg, Altschuler, Almonte, Mileaf, 2013. p. 43). Furthermore, moderate use of computer games is associated with a more positive academic orientation than non-use or high levels of use (Wang et al. 2014. p. 6). The important information in the above studies are the use of the words “authentic” and “moderation.” DGBL is not a cure-all for all academic problems, nor is it a curse on education and free time. When handled correctly and in moderation, DGBL has many benefits that can help the students understand and grow as learners.

Section 5: Balancing DGBL While Being Aware of Potential Ramifications

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Digital game based learning is a relatively new concept in the scheme of education and is only now beginning to gather steam as a viable avenue for learning. Educators must be made aware of the potential problems that can arise through the continual use of video games in the classroom and have steps in place to combat this.  One of the main items that educators can use to enhance the power of DGBL in the classroom is the ability to focus in their students.  With the growing use of technological devices, and the very high amount of screen time their students have, the concept of focussing is slowly being lost.  Multitasking is being seen as the norm, with students having multiple screens going at one time.  This has been proven to be ineffectual (Robb, 2016) but conversely, what has been proven to have a positive effect on students’ lives is the ability to focus (Kleinman, 2015).   This ability to focus has been positively linked to future success in individuals (Hertz, 2014. para. 2) and deemed more important than IQ or socio-economic status of the family the student grew up with (Schwartz, 2013. para. 8).

Educators can use DGBL in the classroom for the benefits it provides, but must also be made cognisant of students growing inability to concentrate.  If students do not learn to focus and concentrate, not only will they potentially have problems controlling their emotions and being empathetic (Schwartz, 2013. para. 3), but they also then open themselves up to technological addiction and the adverse effects that accompany it (Kleinman, 2015).

It has been shown that restricting adolescents time for gaming may be an effective measure to prevent gaming addiction (Wang et al. 2014. p. 7).  Therefore, educators that use DGBL must balance it with teaching students how to manage their attention while being attached to a digital screen.  DGBL can be a fantastic addition to any class but mindful practices and an emphasis on moderation, concentration and focus is key to the continual engagement and benefits that DGBL can provide (Schwartz, 2013. para. 12).

Section 6: Conclusion

Digital game based learning has been proven to provide a multitude of positive outcomes for students.  They help make students enthusiastic about education (Turkay, Hoffman, Kinzer, Chantes, Vicari, 2014. p.4), they provide an exciting avenue for learning (Tikka, Kankaanranta, Nousiainen, Hankala, 2009. P.174), and they tap into student’s innate desire for narrative and problem solving (Latham, Hollister, 2014. p. 37).  However, the enthusiasm that DGBL can inspire needs to be closely monitored as there are many similarities between other addictive behaviours, video games and video game use.  If the role that DGBL plays in an educator’s classroom is monitored in such a way that student’s growth and ability to focus are always the paramount concern, then DGBL can be a very effective tool in the twenty-first century classroom.

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Master of Education (Knowledge Networks and Digital Innovation) developed by the
School of Information Studies, Charles Sturt University, 2016.