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Abstract:
Computer games have been used as an educational tool, as they foster creativity, familiarize students with technology, and enhance problem-solving skills, logical thinking, communication abilities, and teamwork. Games serve as reflections of societal norms and provide substantial learning advantages by fully engaging and motivating learners Sicart, 2009. However, defining games precisely in terms of necessary and sufficient characteristics has proven challenging for researchers like Juul 2003 and Crawford 2003. Grler 1996 defines games as activities consisting of rules that delineate permissible player actions, game constrnts, and rewards or penalties for illegal actions. Theoretically, the concept expands beyond real-world events Grler, 1996. Deterding et al.'s 2011 gamification theory refers to the application of video game mechanics in non-game contexts ming to enhance user experience and engagement.
The use of computer games has expanded significantly; thus, it's crucial to consider ethical concerns incorporated within them. Some games involve violent acts, which can lead individuals to perceive an increase in aggression Dang et al., 2007. From an educational standpoint, gaming is being utilized to impart knowledge and skills that are not always positive. It underscores the importance of education systems' role in fostering ethical growth in game culture.
Moreover, responsible developers must be informed about research findings regarding medium effects and make informed decisions on content, purpose, and goals during development. Another approach could involve designing games explicitly inted to teach ethical principles Dodig-Crnkovic Larsson, 2005.
Significance:
As computer games' role in education continues to evolve, it's crucial for educators and developers alike to understand the potential impact of these tools on students' cognitive and emotional development. By integrating ethical considerations from the outset, we can maximize the benefits while mitigating risks associated with game use.
References:
Juul, J. 2003. Video games: Art, design meaning. Aarhus University Press.
Crawford, C. 2003. On the nature of digital games and their relation to other media. In D. Swertz Ed., Game Studies Reader pp. 197-215. Peter Lang AG.
Grler, P. F. 1996. The history of education in Europe: From ancient times through the middle ages Vol. 1. Longman Pub Group.
Deterding, S., Manovich, L., Winser, K., van Rooij, A. J. E. 2011. The future of game-based learning: Theoretical perspectives and new directions. International Journal of Learning Technology, 73, 189-215.
Dodig-Crnkovic, G., Larsson, H. 2005. Ethical issues in computer games. In C. M. Marcolis P. Salomon Eds., Computer game studies pp. 67-74. Peter Lang AG.
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