Literature Review: Impacts of video games

on students academics or education

The study investigates how age, gender, and gaming preferences influence the effectiveness of
an educational video game designed to encourage interest in classical theater. Students were
divided into four gaming profiles: Well-rounded gamers, Hardcore players, Casual players, and
Non-gamers. Among these factors, only gaming preferences significantly impacted
engagement, with Casual and Well-rounded gamers displaying the highest levels of interest,
while Hardcore players and Non-gamers scored lower (Fernández-Vara et al., 2017).
Interestingly, neither age nor gender showed a notable effect on the game’s success (Torrente et
al., 2017).

The study's primary argument proposes that while educational games are built on motivational
principles, their effectiveness varies depending on personal gaming habits rather than
demographics (Manero et al., 2017). Traditional teaching methods surprisingly performed better
than the video game for Non-gamers, suggesting that prior exposure to gaming enhances the
game's motivational influence (Fernández-Manjón et al., 2017). This implies that understanding
students' gaming habits could empower educators to create more personalized and engaging
learning experiences suited to each student’s gaming background (Torrente et al., 2017).

Moreover, the study challenges the widely held belief that games inherently improve
engagement for all students. It argues that gaming preferences — rather than age or gender —
serve as the strongest predictors of success, promoting the need for more tailored educational
strategies that align with students' existing gaming habits (Fernández-Vara et al., 2017).

The study acknowledges certain limitations, such as a short duration, a narrow focus on theater,
and potential novelty effects that may have influenced outcomes. It recommends more
extensive, long-term research across different subjects to confirm its findings. Despite these
constraints, the essential takeaway remains that recognizing students' gaming profiles can
significantly enhance educational outcomes, especially for those who are already active
gamers (Manero et al., 2017).

Video gaming has become an integral part of the younger generation’s environment due to its
high level of interactivity and entertainment. Additionally, technology companies continue to
invest in developing new gaming innovations. Ayyar (2016), in the article Startups Explore
Beyond Reality with AR and VR, highlights that gaming technology is compatible with existing PC
games, movies, and live-streaming platforms, emphasizing its significance for future
generations. This suggests that gaming is a crucial area that requires further research.

According to a report in the Times of India (December 10, 2015), a study by Craig Stark and Dane
Clemenson at the University of California, Irvine, found that playing 3D video games such as
Super Mario may enhance memory. This indicates a potential cognitive benefit associated with
gaming.
A study conducted by Nanyang Technological University in Singapore examined the relationship
between video gaming and academic performance. Skoric et al. (2009) discovered that while
video game addiction negatively correlates with scholastic achievement, there was no such
correlation with the time spent gaming or the level of engagement. The research concluded that
video game playing does not directly impact academic performance. Similarly, Anand (2007), in
A Study of Time Management: The Correlation between Video Game Usage and Academic
Performance Markers, conducted in New York, suggested that video gaming may adversely
affect Grade-Point Average (GPA) and possibly Scholastic Aptitude Test (SAT) scores. However,
this study differed from others due to its repeated focus on SAT scores. On the other hand,
Shaffer (2006), in How Computer Games Help Children Learn, argued that modern "smart
games" equip students with the skills and knowledge necessary to adapt to an evolving world,
suggesting that gaming may enhance adaptability in academics.

Despite these potential benefits, some studies highlight the negative impacts of gaming and
digital technologies. An article by Murphy (2015), Dizzy? It Could Be Cybersickness, refers to
research conducted at Coventry University's Centre for Mobility and Transport in England. It
explains that cybersickness, characterized by dizziness and nausea, occurs due to the
unnatural motion experienced in gaming environments. The study points out that watching fast-
moving digital images can disrupt balance and cause discomfort.

Given these contrasting findings, it is essential to explore the impact of video gaming habits on
students' academic performance to better understand its effects.

Oblinger and Oblinger (2005) characterize today's students as the "Net Generation," highlighting
their preference for connectedness, immediate responses, and experiential learning, which
traditional teaching methods fail to satisfy (Prensky, 2001). Research shows that video games
can enhance learning by encouraging exploration and problem-solving through direct
experiences and role-play (Taradi, Taradi, Radic, & Pokrajac, 2005; Rickard & Oblinger, 2004).
Squire (2002) found that students perform better when engaging with problem-solving tasks in a
game-based environment, where they can simulate real-world experiences. The military's
success with game-based simulations, such as America’s Army, demonstrates that interactive
learning improves memory retention and motivation due to the realism and challenge involved
(Belanich, Sibley, & Orvis, 2004). Multiplayer educational games (MEGAs) add value by
promoting cooperative learning and improving skills like reading comprehension and math
(Consortium, 2005; Munger, 2005). Similarly, Multi-User Virtual Environments (MUVEs) allow
students to explore virtual worlds, engage in collaborative learning, and develop critical thinking
and problem-solving skills (Dede, Ketelhut & Ruess, 2002; Ketelhut, 2006). Despite increased
student interest in educational games, Yee (2006) notes that the direct impact on learning
outcomes remains uncertain due to limited empirical data. Therefore, while educational games
hold promise, further research is needed to establish their long-term educational benefits.
References

• Fernández-Manjón, B., Manero, B., Torrente, J., & Fernández-Vara, C. (2017).

Investigating the impact of gaming habits, gender, and age on the effectiveness of an
educational video game: An exploratory study. IEEE Transactions on Learning
Technologies, 10(2), 236-245.

• Fernández-Vara, C., Manero, B., Torrente, J., & Fernández-Manjón, B. (2017).

Investigating the impact of gaming habits, gender, and age on the effectiveness of an
educational video game: An exploratory study. IEEE Transactions on Learning
Technologies, 10(2), 236-245.

• Manero, B., Torrente, J., Fernández-Vara, C., & Fernández-Manjón, B. (2017).

Investigating the impact of gaming habits, gender, and age on the effectiveness of an
educational video game: An exploratory study. IEEE Transactions on Learning
Technologies, 10(2), 236-245.

• Torrente, J., Manero, B., Fernández-Vara, C., & Fernández-Manjón, B. (2017).

Investigating the impact of gaming habits, gender, and age on the effectiveness of an
educational video game: An exploratory study. IEEE Transactions on Learning
Technologies, 10(2), 236-245.

• Belanich, J., Sibley, D. E., & Orvis, K. L. (2004). Learning and motivation through
America's Army.

• Dede, C., Ketelhut, D. J., & Ruess, K. (2002). Virtual learning environments in education.

• Oblinger, D. G., & Oblinger, J. L. (2005). Educating the Net Generation.

• Yee, N. (2006). The psychology of massively multiplayer online games.

• Ayyar, R. (2016). Startups explore beyond reality with AR and VR. [Newspaper Article].
• Stark, C., & Clemenson, D. (2015). Playing 3D video games may boost memory. Times of
India, December 10, 2015.

• Skoric, M. M., Teo, L. L., & Neo, R. L. (2009). Children and video games: Addiction,
engagement, and scholastic achievement. Nanyang Technological University,
Singapore.

• Anand, V. (2007). A study of time management: The correlation between video game
usage and academic performance markers. [New York Study].

• Shaffer, D. W. (2006). How computer games help children learn. New York: Palgrave
Macmillan.

• Murphy, V. (2015). Dizzy? It could be cybersickness. Coventry University’s Centre for

Mobility and Transport, England.

DONE BY:
ABHAY KAPALE [24BCI0090]
SAI GAGAN [24BCI0077]
SRI HARI REDDY [24BCI0088]