Inspiring Children to Learn through the use of Educational Games

     

          
Every single person in the world can look back into their past and remember times of triumph, and times of defeat. As educators it is very important to remember that each and every student learns in different ways, and at different paces. This is especially important to remember when teaching in resource/special education classrooms because the students in those classes may have a variety of different disabilities and learning levels. As a special education teacher we are tasked to do a variety of different lesson plans with modifications to fit individual students’ needs. One modification would be the use of assistive/digital technology to help implement/enforce lessons. I chose the game Grand Prix Multiplication because I felt that it would be a good learning that would be easy for me to implement into my special education classroom.
            
Grand Prix Multiplication is a game designed to help students practice and perfect their multiplication skills. The basic concept of the game is for the student to compete against four other (animated or live) players in a race-car competition. The top of the screen displays different multiplication questions, and each correct answer boosts the students’ car forward. This goes on until the first person crosses the finish line. After talking to Mrs. L. Siguenza (a special education teacher), I feel confident when I say that Grand Prix Multiplication would be a game suitable for some special education students in the fifth grade (depending on their disability). According to IDEA “ Assistive technology is equipment or services to help compensate for an individual’s disabilities” and “Advancements in a variety of technologies range from simple to complex and help compensate for disabilities.” (Smith & Tyler, 2010, p 38).
            

Grand Prix Multiplication would be an example of a high tech form of technology because the definition of a high tech device is “complex assistive technology devices that use computers or computer chips” (Smith & Tyler, 2010, p 38). Although it would not be suitable for students with certain kinds of disabilities like: some forms of autism, some forms of intellectual disabilities, visual impairments, and different types of other health impairments; it would be great for students with specific learning disabilities who are working towards improving their multiplication skills. I would choose to implement Grand Prix Multiplication during the end of math time, and also during free time. I would do this because I feel like these are the times where the students could improve the skills that they had previously practiced/learned.

“Even simple types of game can be designed to address specific learning
outcomes such as recall of factual content or as the basis for active
involvement and discussion (Dempsey et al. 1996; Blake and Goodman
1999). Exploratory, interactive games are good vehicles for embedding
curriculum content such as math and science concepts that may be hard
to visualize or manipulate with concrete materials. Riddles and interactive
computer games have been used successfully with college students
to enhance creative and other forms of critical thought (Doolittle 1995).
Complex games, in particular, have the potential to support cognitive
processing and the development of strategic skills. Brain oscillations
associated with navigational and spatial learning occur more frequently
in more complex games. This increases users’ learning and recollection
capabilities and encourages greater academic, social and computer
literacy skills.” (Mitchell & Savill-Smith, 2004 as cited in Natale 2002).
           
By using Grand Prix Multiplication in my special education classroom I will not only allow my students to practice life skills like: using the computer, socializing with others, asking for help, & reading/following directions; I will also allow them to practice their skills in a way that to them is fun! I would utilize the use of the class computer as a form if positive reinforcement. The Grand Prix Multiplication game would be motivation for them to do well throughout the day, because they know that when it is free time they would get a chance to play. Some other skills that the game would help develop would be the students’: cognitive skills (since it is a competitive game, the students cognitive skills would be challenged. In time they should be able to answer the problems much faster than when they initially began), and social skills (even if Grand Prix Multiplication is a computer game, there is a feature that allows four people to challenge each other. This would help the student to socialize, and work with others).

In my opinion, Grand Prix Multiplication was most aligned with NET Standard number four which was Critical thinking, problem solving, and decision making, the whole game was designed to practice these skills. Through the use of mathematical problems, students were challenged to choose the correct answer to different multiplication problems. Under the pressure of time they were forced to practice thinking on their feet. These forms of fun tests are ways that we can trick the mind into learning, but at the same time not wear it down with endless lectures/worksheets. The use of educational games is similar to the concept of the new dance fitness workout Zumba. Zumba is known as exercise in disguise because it is so much fun that you do not realize you are burning calories. Educational games share the same concept. They are exercises (for the mind) in disguise, because children practice their thinking/cognitive skills while having fun!

 All in all I feel that using Grand Prix multiplication in my special education classroom would be something that would not only benefit my students, it would benefit me as well. This game would help students practice skills like: mathematics, problem solving, cognitive abilities, communication, collaboration, hand eye coordination, gross motor skills, etc. I would use this game as a form of assistive technology, to help my students learn while having fun. I would use it as a form of motivation for them to try hard, and also as a reward system to reward good performance. The use of educational games as a form of assistive technology is something that must be utilized because it is a different outlet (not all children can learn by opening books). I plan on utilizing Grand Prix Multiplication in my classroom when I graduate.

Resources:
1. Mitchell, A. & Savill-Smith, C. (2004) The use of computer and video games for

learning. Retrieved October 1, 2011, from website:

http://www.m-learning.org/archive/docs/The%20use%20of%20computer%20and
%20video%20games%20for%20learning.pdf

2. International Society for Technology in Education. (2007). NETS for Students 2007.

Retrieved from:

http://www.iste.org/standards/nets-for-students/nets-student-standards-2007.aspx

3. Natale MJ (2002). The effect of a male-oriented computer gaming culture on careers

in the computer industry. Computers and Society, 32(2), 24–31.

4. Smith, D. & Tyler, N. (2010). Introduction to Special Education: Making a Difference.      

Upper Saddle River; NJ : Pearson Education, Inc.